Math achievement,stereotypes, and math self-concepts among elementary-school students in Singapore |
| |
| Institution: | 1. University of Koblenz-Landau, Institute of Psychology, Universitaetsstraße 1, 56070 Koblenz, Germany;2. University of Regensburg, Institute of Sports Science, Universitaetsstraße 31, 93053 Regensburg, Germany |
| |
| Abstract: | 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. |
| |
| Keywords: | School achievement Self-concepts Stereotypes Mathematics Social cognition |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
