Sex Differences in Developmental Pathways to Mathematical Competence.
Journal of educational psychology(2023)
摘要
The study tested the hypothesis that there are sex differences in the pathways to mathematical development. Three hundred forty-two adolescents (169 boys) were assessed in various mathematics areas from arithmetic fluency to algebra across 6 to 9 grade, inclusive, and completed a battery of working memory, spatial, and intelligence measures in middle school. Their middle school and 9 grade teachers reported on their in-class attentive behavior. There were no sex differences in overall mathematics performance, but boys had advantages on all spatial measures (s = .29 to .58) and girls were more attentive in classroom settings (s = -.28 to -.37). A series of structural equation models indicated that 6- to 9-grade mathematical competence was influenced by a combination of general cognitive ability, spatial abilities, and in-class attention. General cognitive ability was important for both sexes but the spatial pathway to mathematical competence was relatively more important for boys and the in-class attention pathway for girls.
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关键词
Sex differences,algebra,in-class attention,mathematics achievement,spatial ability
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