ASHE

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Eric.ed.gov – Self-Confidence in Math: How and Why Do Men and Women Differ during the College Years? ASHE Annual Meeting Paper.

Posted on by Troels Gannerup Christensen - Læst 6 gange

eric.ed.gov har udgivet: This study examined mathematical self-concept of college students and how it may develop differently between men and women. The study used data from a 1985 Cooperative Institutional Research Programs Survey and a follow-up survey in 1989 which included information from over 27,000 college freshmen and incorporates information acquired directly from institutions. The sample for the study was limited to 15,050 students attending 192 four-year colleges and universities. The data were analyzed in terms of characteristics at entry to college, intended choice of major, characteristics of the college environment, and college experiences. The dependent variable was students’ self-rating of their mathematical ability. Findings indicated that women are less confident than men about their mathematical abilities and that this disparity increases during the college years and is in large… Continue Reading →

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Eric.ed.gov – The Development of Mathematical Self-Concept during College: Unique Benefits for Women in Math-Intensive Majors? ASHE Annual Meeting Paper.

Posted on by Troels Gannerup Christensen - Læst 11 gange

eric.ed.gov har udgivet: While previous research has outlined factors that can be used to predict academic self-concept among college students, much of this research pays little attention to how self-concept develops differently for unique subgroups of students. This paper examines the development of mathematical self-concept during college for four groups of students who entered college with significantly different levels of math confidence: (1) men in math-intensive majors; (2) women in math-intensive majors; (3) men in non-math-intensive majors; and (4) women in non-math-intensive majors. Data are examined from surveys of over 14,000 college freshmen at 191 institutions who were followed up 4 years after college entry. Regression analyses describe how the factors contributing to the development of math self-concept differentiate among the four groups and suggest how women who persist in… Continue Reading →