Development of Sex Differences in Math Achievement, Self-Concept, and Interest

• In Event: Millennium Hotel Roundtable Session 17
  In Roundtable Session: Emotions and Attitudes in Mathematics

Abstract

The development of sex differences in math achievement have been a controversial topic in educational psychology for a long time. Using a Reciprocal Effects Model (REM), we analyzed 2,342 German fifth to seventh-grade students who participated in a longitudinal educational large-scale study. Math self-concept was a consistent predictor of later achievement and interest for both sexes, supporting the self-enhancement part of the REM. However, math achievement did not affect subsequent self-concept (i.e., the skill development part). Although the bivariate relationships between the constructs were homogeneous across sex and over time, there were large sex differences in the motivational constructs—not on the achievement measure—which might be more decisive for the course and career choices in an educational context.

Authors

• Daniel Sewasew, Bamberg Graduate School of Social Sciences

• Ulrich Schroeders, Department of Educational Research, University of Bamberg, Germany

• Irene Schiefer, University of Bamberg

• Sebastian Weirich, Institute for Educational Quality Improvement

• Cordula Artelt, University of Bamberg