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題名 Gender reality regarding mathematic outcomes of students aged 9 to 15years in Taiwan
作者 Chen, H.-Y.;Chen, M.-F.;Lee, Y.-S.;Chen, Hsin-Ping;Keith, T.Z.
陳心蘋
貢獻者 經濟系
關鍵詞 Gender reality; Latent factor SEM; Math achievement; Math career intentions
日期 2013-08
上傳時間 21-May-2015 17:11:24 (UTC+8)
摘要 This study uses a comprehensive modeling framework to explore gender similarities and differences in mathematic outcomes of students aged 9 to 15. years. Based on data from 3157 students, we established latent structural equation modeling (SEM) models incorporating 22 latent factors across 3 age levels. Gender had small to moderate effects on math achievement and math-related career intentions. All gender effects were indirectly mediated by intervening factors. Math achievement and career intentions were moderately related, but were influenced by diverse factors. Gender exhibited distinct and salient personality characteristics that were stable with development. Although girls allocated more effort to study and were perceived as receiving more support, boys excelled in many mathematical learning-related domains. Gender differences in mathematics grew stronger as students aged. Finally, gender began to directly affect math self-efficacy between ages 9 and 12. years. These ages could be a critical period for salient increases in gender difference in math. © 2013 Elsevier Inc.
關聯 Learning and Individual Differences, 26, 55-63
資料類型 article
DOI http://dx.doi.org/10.1016/j.lindif.2013.04.009
dc.contributor 經濟系
dc.creator (作者) Chen, H.-Y.;Chen, M.-F.;Lee, Y.-S.;Chen, Hsin-Ping;Keith, T.Z.
dc.creator (作者) 陳心蘋zh_TW
dc.date (日期) 2013-08
dc.date.accessioned 21-May-2015 17:11:24 (UTC+8)-
dc.date.available 21-May-2015 17:11:24 (UTC+8)-
dc.date.issued (上傳時間) 21-May-2015 17:11:24 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/75267-
dc.description.abstract (摘要) This study uses a comprehensive modeling framework to explore gender similarities and differences in mathematic outcomes of students aged 9 to 15. years. Based on data from 3157 students, we established latent structural equation modeling (SEM) models incorporating 22 latent factors across 3 age levels. Gender had small to moderate effects on math achievement and math-related career intentions. All gender effects were indirectly mediated by intervening factors. Math achievement and career intentions were moderately related, but were influenced by diverse factors. Gender exhibited distinct and salient personality characteristics that were stable with development. Although girls allocated more effort to study and were perceived as receiving more support, boys excelled in many mathematical learning-related domains. Gender differences in mathematics grew stronger as students aged. Finally, gender began to directly affect math self-efficacy between ages 9 and 12. years. These ages could be a critical period for salient increases in gender difference in math. © 2013 Elsevier Inc.
dc.format.extent 534719 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Learning and Individual Differences, 26, 55-63
dc.subject (關鍵詞) Gender reality; Latent factor SEM; Math achievement; Math career intentions
dc.title (題名) Gender reality regarding mathematic outcomes of students aged 9 to 15years in Taiwan
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1016/j.lindif.2013.04.009
dc.doi.uri (DOI) http://dx.doi.org/10.1016/j.lindif.2013.04.009