Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore

被引：78

作者：

Cvencek, Dario ^{[1
]}

Kapur, Manu ^{[2
]}

Meltzoff, Andrew N. ^{[1
]}

机构：

[1] Univ Washington, Inst Learning & Brain Sci, Seattle, WA 98195 USA

[2] Natl Inst Educ, Dept Curriculum Teaching & Learning CTL, Singapore 637616, Singapore

来源：

LEARNING AND INSTRUCTION | 2015年 / 39卷

基金：

美国国家科学基金会;

关键词：

School achievement; Self-concepts; Stereotypes; Mathematics; Social cognition; IMPLICIT ASSOCIATION TEST; GENDER-DIFFERENCES; MOTIVATION; ATTITUDES; CHILDREN; SCIENCE; IDENTITY; ESTEEM; THREAT; PERFORMANCE;

D O I：

10.1016/j.learninstruc.2015.04.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Singaporean elementary-school students (N = 299) completed Child Implicit Association Tests (Child IAT) as well as explicit measures of gender identity, math gender stereotypes, and math self-concepts. Students also completed a standardized math achievement test. Three new findings emerged. First, implicit, but not explicit, math self-concepts (math = me) were positively related to math achievement on a standardized test. Second, as expected, stronger math gender stereotypes (math = boys) significantly correlated with stronger math self-concepts for boys and weaker math self-concepts for girls, on both implicit and explicit measures. Third, implicit math gender stereotypes were significantly related to math achievement. These findings show that non-academic factors such as implicit math self-concepts and stereotypes are linked to students' actual math achievement. The findings suggest that measuring individual differences in non-academic factors may be a useful tool for educators in assessing students' academic outcomes. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：1 / 10

页数：10

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[21] Success/failure feedback, expectancies, and approach/avoidance motivation:: How regulatory focus moderates classic relations [J].