ERIC Number: ED269231
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Achievement Attitudes in Mathematics and Science: Relationships between Self-Perceptions, Aspirations, and Extra-Curricular Activities.
Handel, Ruth D.
This study investigated achievement attitudes of young, mathematically able adolescents in order to examine differences between boys and girls equated for ability, and to explore relationships between self-perceptions, aspirations, and extra-curricular activities related to mathematics, science, or computers. The research was guided by the expectancy-value theory of achievement motivation as elaborated in a social-psychological model of academic behavior specific to the domain of mathematics. The study holds performance constant, measures persistence and choice by self-reports of plans for future studies and careers, adopts Eccles' operationalizations of individual cognitions, and adds the variable of extra-curricular mathematics, science, or computer activity as the best available indicator of socialization. Findings (based on data obtained from 242 seventh- and eighth-grade students) show no sex differences in assessments of the difficulty or usefulness of mathematics and lower expectancies for success in current and future mathematics studies reported by girls. These and other results suggest that, compared to girls, boys are obtaining more experience in applying, strengthening, and expanding school learning related to mathematics and are, in turn, bringing different entry competencies and wider perspectives to mathematics and science classrooms. (JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April l986).