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

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

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

4 Citations (Scopus)
16 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
Number of pages22
JournalInternational journal of science and mathematics education
Early online date22 Jun 2020
DOIs
Publication statusE-pub ahead of print/First online - 22 Jun 2020

Keywords

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

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