dc.identifier.uri |
http://dx.doi.org/10.15488/10691 |
|
dc.identifier.uri |
https://www.repo.uni-hannover.de/handle/123456789/10769 |
|
dc.contributor.author |
Zander, Lysann
|
|
dc.contributor.author |
Höhne, Elisabeth
|
|
dc.contributor.author |
Harms, Sophie
|
|
dc.contributor.author |
Pfost, Maximilian
|
|
dc.contributor.author |
Hornsey, Matthew J.
|
|
dc.date.accessioned |
2021-03-30T11:22:27Z |
|
dc.date.available |
2021-03-30T11:22:27Z |
|
dc.date.issued |
2020 |
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dc.identifier.citation |
Zander, L.; Höhne, E.; Harms, S.; Pfost, M.; Hornsey, M.J.: When Grades Are High but Self-Efficacy Is Low : Unpacking the Confidence Gap Between Girls and Boys in Mathematics. In: Frontiers in Psychology 11 (2020), 552355. DOI: https://doi.org/10.3389/fpsyg.2020.552355 |
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dc.description.abstract |
Girls have much lower mathematics self-efficacy than boys, a likely contributor to the under-representation of women in STEM. To help explain this gender confidence gap, we examined predictors of mathematics self-efficacy in a sample of 1,007 9th graders aged 13–18 years (54.2% girls). Participants completed a standardized math test, after which they rated three indices of mastery: an affective component (state self-esteem), a meta-cognitive component (self-enhancement), and their prior math grade. Despite having similar grades, girls reported lower mathematics self-efficacy and state self-esteem, and were less likely than boys to self-enhance in terms of performance. Multilevel multiple-group regression analyses showed that the affective mastery component explained girls’ self-efficacy while cognitive self-enhancement explained boys’. Yet, a chi-square test showed that both constructs were equally relevant in the prediction of girls’ and boys’ self-efficacy. Measures of interpersonal sources of self-efficacy were not predictive of self-efficacy after taking the other dimensions into account. Results suggest that boys are advantaged in their development of mathematics self-efficacy beliefs, partly due to more positive feelings and more cognitive self-enhancement following test situations. © Copyright © 2020 Zander, Höhne, Harms, Pfost and Hornsey. |
eng |
dc.language.iso |
eng |
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dc.publisher |
Lausanne : Frontiers Media |
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dc.relation.ispartofseries |
Frontiers in Psychology 11 (2020) |
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dc.rights |
CC BY 4.0 Unported |
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dc.rights.uri |
https://creativecommons.org/licenses/by/4.0/ |
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dc.subject |
gender |
eng |
dc.subject |
mathematics |
eng |
dc.subject |
self-efficacy beliefs |
eng |
dc.subject |
sources of self-efficacy |
eng |
dc.subject |
STEM |
eng |
dc.subject.ddc |
150 | Psychologie
|
ger |
dc.title |
When Grades Are High but Self-Efficacy Is Low : Unpacking the Confidence Gap Between Girls and Boys in Mathematics |
|
dc.type |
Article |
|
dc.type |
Text |
|
dc.relation.essn |
1664-1078 |
|
dc.relation.doi |
https://doi.org/10.3389/fpsyg.2020.552355 |
|
dc.bibliographicCitation.volume |
11 |
|
dc.bibliographicCitation.firstPage |
552355 |
|
dc.description.version |
publishedVersion |
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tib.accessRights |
frei zug�nglich |
|