Gender differences in mathematics and science: the role of the
actiotope in determining individuals' achievements and
confidence in their own abilities

J 2014

Gender differences in mathematics and science: the role of the actiotope in determining individuals' achievements and confidence in their own abilities

ZIEGLER, Albert, Heidrun STOEGER, Bettina HARDER, Kyungbin PARK, Šárka PORTEŠOVÁ et. al.

Basic information

Original name

Gender differences in mathematics and science: the role of the actiotope in determining individuals' achievements and confidence in their own abilities

Authors

ZIEGLER, Albert (276 Germany), Heidrun STOEGER (276 Germany), Bettina HARDER (276 Germany), Kyungbin PARK (276 Germany), Šárka PORTEŠOVÁ (203 Czech Republic, guarantor, belonging to the institution) and Marion PORATH (124 Canada)

Edition

High Ability Studies, GB, Taylor & Francis Group, 2014, 1359-8139

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50100 5.1 Psychology and cognitive sciences

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

Impact factor

Impact factor: 0.600

RIV identification code

RIV/00216224:14230/14:00074254

Organization unit

Faculty of Social Studies

DOI

http://dx.doi.org/10.1080/13598139.2014.916092

UT WoS

000338005500004

Keywords in English

mathematics; science; gender differences; actiotope; achievement

Změněno: 28/4/2015 16:59, Ing. Alena Raisová

Abstract

V originále

Despite changes, gender differences in math and science continue to exist in some countries. We examined whether the actiotopes of boys and girls at the high school level in math and science differed and the extent to which (a) their actiotope components, (b) the progressive development of their actiotopes (dynamic perspective), and (c) the co-adaptation of their actiotopes (systems perspective) function as predictors for girls' and boys' achievements and confidence in one's own abilities in math and science. To answer these questions, we examined girls and boys (N=361) in Canada, the Czech Republic, and Germany with a questionnaire. The results suggest that girls are less effective at progressively developing their actiotopes in the fields of math and science and that modifications in their actiotopes were less well balanced by stabilizing forces. Independent of gender, the actiotope aspects considered here are suited to predicting achievements and confidence in one's own abilities in math and science.

Links

GAP407/11/1272, research and development project

Name: Výkonová motivace rozumově nadaných studentů s dyslexií ? základní determinanty a proměny v období adolescence a časné dospělosti

Investor: Czech Science Foundation, Achievement motivation of intellectually gifted learners with dyslexia – basic determinants and transformations in the period of adolescence and early adulthood

Citovat

ZIEGLER, Albert, Heidrun STOEGER, Bettina HARDER, Kyungbin PARK, Šárka PORTEŠOVÁ and Marion PORATH. Gender differences in mathematics and science: the role of the actiotope in determining individuals' achievements and confidence in their own abilities. High Ability Studies. GB: Taylor & Francis Group, 2014, vol. 25, No 1, p. 35-51. ISSN 1359-8139. Available from: https://dx.doi.org/10.1080/13598139.2014.916092.

@article{1214815,
   author = {Ziegler, Albert and Stoeger, Heidrun and Harder, Bettina and Park, Kyungbin and Portešová, Šárka and Porath, Marion},
   article_location = {GB},
   article_number = {1},
   doi = {http://dx.doi.org/10.1080/13598139.2014.916092},
   keywords = {mathematics; science; gender differences; actiotope; achievement},
   language = {eng},
   issn = {1359-8139},
   journal = {High Ability Studies},
   title = {Gender differences in mathematics and science: the role of the actiotope in determining individuals' achievements and confidence in their own abilities},
   volume = {25},
   year = {2014}
}

TY  - JOUR
ID  - 1214815
AU  - Ziegler, Albert - Stoeger, Heidrun - Harder, Bettina - Park, Kyungbin - Portešová, Šárka - Porath, Marion
PY  - 2014
TI  - Gender differences in mathematics and science: the role of the actiotope in determining individuals' achievements and confidence in their own abilities
JF  - High Ability Studies
VL  - 25
IS  - 1
SP  - 35-51
EP  - 35-51
PB  - Taylor & Francis Group
SN  - 13598139
KW  - mathematics
KW  - science
KW  - gender differences
KW  - actiotope
KW  - achievement
N2  - Despite changes, gender differences in math and science continue to exist in some countries. We examined whether the actiotopes of boys and girls at the high school level in math and science differed and the extent to which (a) their actiotope components, (b) the progressive development of their actiotopes (dynamic perspective), and (c) the co-adaptation of their actiotopes (systems perspective) function as predictors for girls' and boys' achievements and confidence in one's own abilities in math and science. To answer these questions, we examined girls and boys (N=361) in Canada, the Czech Republic, and Germany with a questionnaire. The results suggest that girls are less effective at progressively developing their actiotopes in the fields of math and science and that modifications in their actiotopes were less well balanced by stabilizing forces. Independent of gender, the actiotope aspects considered here are suited to predicting achievements and confidence in one's own abilities in math and science.
ER  -

ZIEGLER, Albert, Heidrun STOEGER, Bettina HARDER, Kyungbin PARK, Šárka PORTEŠOVÁ and Marion PORATH. Gender differences in mathematics and science: the role of the actiotope in determining individuals' achievements and confidence in their own abilities. \textit{High Ability Studies}. GB: Taylor \&{} Francis Group, 2014, vol.~25, No~1, p.~35-51. ISSN~1359-8139. Available from: https://dx.doi.org/10.1080/13598139.2014.916092.

Detailed Information on Publication Record