Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015

Using data from the Trends in International Mathematics and Science Study (TIMSS) 2015 assessment of fourth-grade students in 32 countries, a series of mean comparisons and regression analyses were conducted to determine (1) the gender gap in students’ self-concept in mathematics; (2) to what extent...

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Published inInternational journal of science and mathematics education Vol. 19; no. 6; pp. 1229 - 1250
Main Authors Mejía-Rodríguez, Ana María, Luyten, Hans, Meelissen, Martina R. M.
Format Journal Article
LanguageEnglish
Published Singapore Springer Singapore 01.08.2021
Springer
Springer Nature B.V
Subjects
Academic Achievement
Achievement Tests
Correlation
Data analysis
Education
Elementary School Students
Foreign Countries
Gender aspects
Gender Differences
Grade 4
Intermediate Grades
International Assessment
Mathematical analysis
Mathematical Concepts
Mathematics
Mathematics Achievement
Mathematics Education
Mathematics Tests
Numeracy
Parent Background
Parent Participation
Parent School Relationship
Science Education
Self Concept
Self esteem
Students
Primary education
Mathematics self-concept
Gender differences
Mathematics achievement
Parental involvement
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Summary:Using data from the Trends in International Mathematics and Science Study (TIMSS) 2015 assessment of fourth-grade students in 32 countries, a series of mean comparisons and regression analyses were conducted to determine (1) the gender gap in students’ self-concept in mathematics; (2) to what extent student achievement, student gender, and parental characteristics (early numeracy activities, attitudes, expectations, and education) are related to students’ self-concept; and (3) to what extent the effect of achievement and parental characteristics on mathematics self-concept differs between male and female students. Results from this study indicate that gender differences in students’ self-concept in mathematics are significant in most countries, usually in favour of boys as early as in fourth grade. The differences largely remain the same when the data analysis controls for effects of student achievement and parental involvement.
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ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-020-10100-x