The DOI matches its Crossref record.
Sex-Related Differences in Mathematics Achievement and Related Factors: A Further Study
Abstract
Relationships were investigated between mathematics learning, verbal ability, spatial visualization, and eight affective variables. Subjects were 1320 sixth through eighth graders. No sex-related differences over all schools were found for any cognitive variable. Females were significantly less confident of themselves in mathematics, and males stereotyped mathematics as a male domain higher than did females. Results were synthesized with those obtained at the high school level. Significant sex-related differences found in high school areas were not found in the same middle school areas. Where significant differences in achievement were found at both levels, they were accompanied by significant differences in many affective variables.
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Citations
Cited by
Stereotype Threat and Women's Math Performance
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999) · Journal of Experimental Social Psychology · doi:10.1006/jesp.1998.1373 · Cited by 3,435
Gender differences in mathematics performance: A meta-analysis.
Hyde, J. S., Fennema, E., & Lamon, S. J. (1990) · Psychological Bulletin · doi:10.1037/0033-2909.107.2.139 · Cited by 1,732
Self-citationGender differences in verbal ability: A meta-analysis.
Hyde, J. S., & Linn, M. C. (1988) · Psychological Bulletin · doi:10.1037/0033-2909.104.1.53 · Cited by 1,405
Gender and the Career Choice Process: The Role of Biased Self‐Assessments
Correll, S. J. (2001) · American Journal of Sociology · doi:10.1086/321299 · Cited by 1,320
Betz, N. E., & Hackett, G. (1983) · Journal of Vocational Behavior · doi:10.1016/0001-8791(83)90046-5 · Cited by 835
Metadata
- Authors
- Fennema, E. H., & Sherman, J. A.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1978-05
- Volume
- 9
- Issue
- 3
- Pages
- 189
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2077263879
- Cited by
- 499
- References
- 0
- FWCI
- 9.62
- Type
- journal article
- Language
- en
- Open access
- closed
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