Cargando…

Mathematics Self-Concept in New Zealand Elementary School Students: Evaluating Age-Related Decline

The underrepresentation of females in mathematics-related fields may be explained by gender differences in mathematics self-concept (rather than ability) favoring males. Mathematics self-concept typically declines with student age, differs with student ethnicity, and is sensitive to teacher influenc...

Descripción completa

Detalles Bibliográficos
Autores principales:	Watson, Penelope W. St J., Rubie-Davies, Christine M., Meissel, Kane
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2019
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6805775/ https://www.ncbi.nlm.nih.gov/pubmed/31681101 http://dx.doi.org/10.3389/fpsyg.2019.02307

Ejemplares similares

Mindsets and Neural Mechanisms of Automatic Reactions to Negative Feedback in Mathematics in Elementary School Students
por: Puusepp, Ita, et al.
Publicado: (2021)

“Homework Feedback Is…”: Elementary and Middle School Teachers’ Conceptions of Homework Feedback
por: Cunha, Jennifer, et al.
Publicado: (2018)

Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data
por: Rudd, Georgia, et al.
Publicado: (2022)

The Impact of COVID-19-Induced Changes at Schools on Elementary Students' School Engagement
por: Thorsteinsen, Kjærsti, et al.
Publicado: (2021)

Interleaved Learning in Elementary School Mathematics: Effects on the Flexible and Adaptive Use of Subtraction Strategies
por: Nemeth, Lea, et al.
Publicado: (2019)

Can Online Academic Integrity Instruction Affect University Students’ Perceptions of and Engagement in Academic Dishonesty? Results From a Natural Experiment in New Zealand
por: Stephens, Jason Michael, et al.
Publicado: (2021)

The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence
por: Bakadorova, Olga, et al.
Publicado: (2017)

Children’s Mathematics and Verbal Self-concepts and Externalizing Behaviors: The Moderating Role of Peer Rejection at School
por: Passiatore, Ylenia, et al.
Publicado: (2017)

Perceived Teacher Autonomy Support and School Engagement of Tibetan Students in Elementary and Middle Schools: Mediating Effect of Self-Efficacy and Academic Emotions
por: Li, Wei, et al.
Publicado: (2020)

Corrigendum: Interleaved Learning in Elementary School Mathematics: Effects on the Flexible and Adaptive Use of Subtraction Strategies
por: Nemeth, Lea, et al.
Publicado: (2019)

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School
por: Valle, Antonio, et al.
Publicado: (2016)

The impact of working memory capacity on collaborative learning in elementary school students
por: Du, Xuejiao, et al.
Publicado: (2022)

Profile formation of academic self-concept in elementary school students in grades 1 to 4
por: Schmidt, Isabelle, et al.
Publicado: (2017)

Reasoning With Conditionals About Everyday and Mathematical Concepts in Primary School
por: Datsogianni, Anastasia, et al.
Publicado: (2020)

The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students’ Growth in Math Achievement
por: Zhang, Danhui, et al.
Publicado: (2018)

Evolution of mathematical concepts: an elementary study
por: Wilder, Raymond L.
Publicado: (1978)

Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School
por: Martín-Antón, Luis J., et al.
Publicado: (2016)

Gendered difference in motivational profiles, achievement, and STEM aspiration of elementary school students
por: Olive, Kezia, et al.
Publicado: (2022)

Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for late elementary school students
por: Bogaert, Rielke, et al.
Publicado: (2023)

Predictors of high school students’ mathematics self-efficacy in Addis Ababa: The importance of educational expectations
por: Yesuf, Yassin Mohammed, et al.
Publicado: (2023)

Effects of peer tutoring on middle school students’ mathematics self-concepts
por: Moliner, Lidon, et al.
Publicado: (2020)

Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
por: Coelho, Vera, et al.
Publicado: (2023)

The reciprocal relationship between mathematics self-efficacy and mathematics performance in US high school students: Instrumental variables estimates and gender differences
por: Sakellariou, Chris
Publicado: (2022)

Influence of motivation on the perception of mathematics by secondary school students
por: Hossein-Mohand, Hassan, et al.
Publicado: (2023)

Self-Concept and Physical Activity: Differences Between High School and University Students in Spain and Portugal
por: Onetti-Onetti, Wanesa, et al.
Publicado: (2019)

The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students
por: Han, Feifei, et al.
Publicado: (2023)

Gender-Based Performance in Mathematical Facts and Calculations in Two Elementary School Samples From Chile and Spain: An Exploratory Study
por: Pina, Violeta, et al.
Publicado: (2021)

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement
por: Touloupis, Thanos, et al.
Publicado: (2022)

More Than Only Skin Deep: Appearance Self-Concept Predicts Most of Secondary School Students’ Self-Esteem
por: Baudson, Tanja G., et al.
Publicado: (2016)

Reciprocal relationships between parental and scholastic homework assistance and students’ academic functioning at elementary school
por: Benckwitz, Lisa, et al.
Publicado: (2023)

Emotion regulation as a mediator on the relationship between emotional awareness and depression in elementary school students
por: Wang, Ruian, et al.
Publicado: (2023)

Assessing Mathematical School Readiness
por: Mejias, Sandrine, et al.
Publicado: (2019)

The Development of Relational Reasoning in South Korean Elementary and Middle-School Students: A Cross-Sectional Investigation
por: Chae, Soo Eun, et al.
Publicado: (2021)

Development of associations between elementary school students’ mindsets and attentional neural processing of feedback in an arithmetic task
por: Puusepp, Ita, et al.
Publicado: (2023)

School Environments and Elementary School Children’s Well-Being in Northwestern Mexico
por: Tapia-Fonllem, César, et al.
Publicado: (2020)

The Musical Self-Concept of Chinese Music Students
por: Petersen, Suse, et al.
Publicado: (2016)

“Homework Should Be…but We Do Not Live in an Ideal World”: Mathematics Teachers’ Perspectives on Quality Homework and on Homework Assigned in Elementary and Middle Schools
por: Rosário, Pedro, et al.
Publicado: (2019)

Mathematically Gifted Students’ Experience With Their Teachers’ Mathematical Competence and Boredom in School: A Qualitative Interview Study
por: Smedsrud, Jørgen Hammer, et al.
Publicado: (2022)

Relationship Between SES and Academic Achievement of Junior High School Students in China: The Mediating Effect of Self-Concept
por: Li, Shifeng, et al.
Publicado: (2020)

Developmental Changes in Number Personification by Elementary School Children
por: Matsuda, Eiko, et al.
Publicado: (2018)

Cannot write session to /tmp/vufind_sessions/sess_9n6b39bimquhkbpcvm31f6h78c