Gender differences in mathematics and verbal achievement, self-perception and motivation

Bibliographic Data

ID5263539
AuthorsEinar M Skaalvik (0000-0002-7136-0754, corresponding author), Richard J Rankin (University of Oregon)
Year1994
Volume64
Issue3
Pages419-428
Publication date1994-11-01
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1994.tb01113.x
OpenAlexW2110793374
LanguageEN
Citations received18

This study examined gender differences in mathematics and verbal self-concept, self-perceived skills, and motivation and whether such differences were larger than could be explained by differences in achievement. Subjects were 356 sixth grade and 353 ninth grade Norwegian students. Data were analysed by analysis of variance and covariance. There were no differences between the sexes in mathematics achievement, whereas boys had higher mathematics self-concept and self-perceived mathematics skill than girls. Girls had higher verbal achievement than boys, but there were no significant differences in verbal self-concept or self-perceived verbal skills. Also, boys had higher mathematics motivation and lower verbal motivation than girls. None of the gender differences in self-perceptions of ability or motivation could be explained by differences in achievement. However, the difference in mathematics motivation was no larger than could be explained by differences in self-perceived abilities, whereas the difference in verbal motivation could not be explained by differences in self-perceived abilities. The results are discussed in terms of sex stereotypes

Developmental psychology · Need for achievement · Norwegian · Perception · Self-concept · Education, Achievement, and Giftedness · Educational Strategies and Epistemologies · Psychology · Teacher Professional Development and Motivation

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