Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, Vol 17, No 4 (2015)

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Determinants of Students' Mathematics Self-Concept: Analysis of Gender Universalities and Specificities / Determinante matematičkog samopoimanja: Analiza rodnih univerzalnosti i specifičnosti

Jelena Matić, Iris Marušić, Branislava Baranović

Abstract


The aim of the research was to examine the role that personality variables, mathematics anxiety, stereotypes about mathematics as a male domain and the perception of mathematics teachers' role and behaviour have in explaining students' mathematics self-concept, over and above the information about their mathematics success. The participants were 8th grade students from 36 primary schools from Zagreb and the Zagreb County (N=511). The analysis of the contribution of the above-mentioned predictors was conducted on male and female samples separately. Hierarchical regression analyses revealed the contributions of individual variables and the overall contribution to the explanation of boys’ (R=0.63) and girls’ (R=0.72) mathematics self-concept. Mathematics success was the strongest determinant of mathematics self-concept for both gender groups. Personality, i.e. conscientiousness was the gender-specific determinant that only contributed to the explanation of girls' mathematics self-concept. The opposite was true for stereotypes about mathematics. Mathematics anxiety and the perception of teachers’ role and behaviour were gender-universal determinants. The findings can serve to inform evidence-based planning and implementation of both gender universal and specific interventions for the enhancement of mathematics self-concept.Key words: gender differences; math anxiety; math self-concept; personality
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Cilj istraživanja bio je razmotriti ulogu koju u objašnjenju matematičkog samopoimanja, osim uspjeha u matematici, imaju osobine ličnosti, matematička anksioznost, stereotipi o matematici kao muškom području i percepcija uloge i ponašanja nastavnika matematike. Istraživanje je provedeno na uzorku od 511 učenika 8. razreda iz 36 osnovnih škola u Zagrebu i Zagrebačkoj županiji. Analiza doprinosa spomenutih prediktora napravljena je na rodno odijeljenim uzorcima. Hijerarhijskim regresijskim analizama utvrđeni su pojedinačni doprinosi varijabli i ukupni doprinos prediktora objašnjenju varijance matematičkog samopoimanja učenika (R = 0.63) i učenica (R = 0.72). Uspjeh u matematici najsnažnija je odrednica matematičkog samopoimanja obiju rodnih skupina. Ličnost, točnije, savjesnost rodno je specifična determinanta koja doprinosi objašnjenju varijance matematičkog samopoimanja učenica, ali ne i učenika. Obrnuto vrijedi za stereotipe o matematici koji su se pokazali rodno specifičnom determinantom samopoimanja učenika. Strah od matematike, percepcija uloge i ponašanja nastavnika rodno su univerzalne odrednice. Rezultati mogu doprinijeti utemeljenom planiranju i primjeni univerzalnih i specifičnih intervencija za poboljšanje matematičkog samopoimanja učenica i učenika.Ključne riječi: ličnost; matematička slika o sebi; rodne razlike; strah od matematike.

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