TY  - JOUR
A1  - Lindberg, Sven
A1  - Linkersdörfer, Janosch
A1  - Ehm, Jan-Henning
A1  - Hasselhorn, Marcus
A1  - Lonnemann, Jan
T1  - Gender differences in children’s math self-concept in the first years
of elementary school
T2  - Journal of Education and Learning
N2  - In the course of elementary school children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls’ math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education.
KW  - elementary school
KW  - math self-concept
KW  - Math achievement
KW  - academic development
Y1  - 2013
UR  - http://publikationen.ub.uni-frankfurt.de/frontdoor/index/index/docId/31663
UR  - https://nbn-resolving.org/urn:nbn:de:hebis:30:3-316637
SN  - 1927-5250
SN  - 1927-5269
N1  - This work is licensed under a Creative Commons Attribution 3.0 License http://creativecommons.org/licenses/by/3.0/.
VL  - 2
IS  - 3:1
SP  - 1
EP  - 8
PB  - Canadian Center of Science and Education
CY  - Toronto, ON.
ER  -