Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015

Ana María Mejía-Rodríguez*, Hans Luyten, Martina R.M. Meelissen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

12 Citations (Scopus)
49 Downloads (Pure)

Abstract

Using data from the Trends in International Mathematics and Science Study (TIMSS) 2015assessment of fourth-grade students in 32 countries, a series of mean comparisons andregression analyses were conducted to determine (1) the gender gap in students’self-concept in mathematics; (2) to what extent student achievement, student gender, and parentalcharacteristics (early numeracy activities, attitudes, expectations, and education) are related tostudents’self-concept; and (3) to what extent the effect of achievement and parentalcharacteristics on mathematics self-concept differs between male and female students. Resultsfrom this study indicate that gender differences in students’self-concept in mathematics aresignificant in most countries, usually in favour of boys as early as in fourth grade. Thedifferences largely remain the same when the data analysis controls for effects of studentachievement and parental involvement.
Original languageEnglish
Pages (from-to)1229–1250
Number of pages22
JournalInternational journal of science and mathematics education
Volume19
Early online date22 Jun 2020
DOIs
Publication statusPublished - Aug 2021

Keywords

  • Gender differences
  • Mathematics achievement
  • Mathematics self-concept
  • Parental involvement
  • Primary education

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