Attributional patterns and perceptions of math and science among fifth-grade through seventh-grade girls and boys.
A culturally and economically diverse group of fifth to seventh graders (n = 361) from Boston-area public schools rated their perceptions for liking and difficulty of core academic subjects, including math and science, and their attributions for explaining performance on a math test. Inconsistent w...
| Publicado en: | Sex Roles Vol. 35; pp. 489 - 507 |
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| Formato: | Artículo |
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Springer Science & Business Media B.V.
October 1996
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507520239&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507520239 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 03600025 SXR jtl: Sex Roles issn: 03600025 maglogo: N pubinfo: dt: October 1996 vid: 35 pid: 237 pub: Springer Science & Business Media B.V. artinfo: ui: 507520239 10.1007/BF01544133 ppf: 489 ppct: 18 formats: fmt: @attributes: type: P size: 13.8MB tig: atl: Attributional patterns and perceptions of math and science among fifth-grade through seventh-grade girls and boys. aug: au: Gilbert, Melissa C. su: Attribution (Social psychology) Academic achievement Social perception Gender differences (Psychology) Child psychology sug: subj: Attribution (Social psychology) Academic achievement Social perception Gender differences (Psychology) Child psychology ab: A culturally and economically diverse group of fifth to seventh graders (n = 361) from Boston-area public schools rated their perceptions for liking and difficulty of core academic subjects, including math and science, and their attributions for explaining performance on a math test. Inconsistent with earlier work, girls and boys reported similar perceptions of core subjects, with all students reporting a relatively high liking of math and science. Girls' and boys' attributional patterns for success in math were somewhat consistent with earlier findings, but not their attributions for lack of success. Observations of the math and science classrooms in the study indicated that most teachers, aware of gender equity issues, attempted to teach their students in a gender-fair manner. This factor may account for differences between current findings and those from past studies. Reprinted by permission of the author. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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