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ERIC Number: ED355094
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 54
Abstractor: N/A
Reference Count: N/A
Sex Differences in Cognitive and Motivational Factors Underlying Children's and Adolescents' Mathematics Performance.
Levine, Gavrielle
In general, studies investigating sex differences in mathematics performance have empirically analyzed students' responses from standardized tests. This paper reports a study to extend the investigation of sex differences related to mathematics performance by examining cognitive and motivational factors as well as standardized test scores. Boys (n=16) and girls (n=16) from third-, fifth-, and eighth-grade urban classes were examined on three criteria: (1) the cognitive factors of strategies used in solving computational problems, use of manipulatives to solve and represent a solution, and error types made during the solution process; (2) the motivational factors of confidence, willingness to participate in mathematics activities, and causal attributions; and (3) mathematics performance as measured by the Metropolitan Achievement Test. Student interviews were conducted to examine motivational and cognitive factors after three tasks: a grade appropriate computation, a motivational interview, and a projective interview. Analysis of variance was performed on the interview responses. Results indicated that motivational factors were influential in explaining the emergence of sex differences in mathematics performance. While no differences were found in any of the computation measures, sex differences were found in the motivational measures. Males were more confident with respect to mathematics, and eighth-grade males were more willing to attempt mathematics. Appendixes include drawings used for the projection interview and the questions included in the confidence scale and attribution measures. (Contains 45 references.) (MDH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A