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ERIC Number: ED490612
Record Type: Non-Journal
Publication Date: 2004-Feb-10
Pages: 14
Abstractor: Author
Gender Differences in Math and Verbal Self-Concept and the Impact on Academic Achievement
Drysdale, Maureen T. B.; Milne, Sarah
Online Submission
This study examined the relationship between academic domain specific self-concept (specifically mathematical and verbal) and the academic achievement in mathematics and English of young adolescents. Middle school students in grades seven and eight ranging in age from 12 to 15 years completed three subscales of the Self-Description Questionnaire-II (general school, verbal and mathematical self-concept). Results indicated that females displayed lower levels of mathematical self-concept while males displayed lower levels of academic self-concept, verbal self-concept and verbal achievement scores. No significant gender differences were found in mathematics achievement. Educational implications are discussed. (Contains 6 tables.)
Publication Type: Reports - Research
Education Level: Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A