Development of Math Attitudes and Math Self‐ Concepts: Gender Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement (CROSBI ID 291134)
Prilog u časopisu | izvorni znanstveni rad | međunarodna recenzija
Podaci o odgovornosti
Cvencek, Dario ; Brečić, Ružica ; Gaćeša, Dora ; Meltzoff, Andrew N.
engleski
Development of Math Attitudes and Math Self‐ Concepts: Gender Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement
Three hundred and ninety-one children (195 girls ; Mage = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first- grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit– explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.
math attitudes ; math self-concepts
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Podaci o izdanju
Povezanost rada
Ekonomija, Psihologija