The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?

Journal of Research on Adolescence

Volumn 20, Issue 2, 2010, Pages 482-506

  Nagy, Gabriel ^a   Watt, Helen M G ^b   Eccles, Jacquelynne S ^c   Trautwein, Ulrich ^a   Lüdtke, Oliver ^a   Baumert, Jürgen ^a  

^a MAX PLANCK INSTITUTE FOR HUMAN DEVELOPMENT   (Germany)

^b MONASH UNIVERSITY   (Australia)

^c UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77953989601     PISSN: 10508392     EISSN: 15327795     Source Type: Journal    
DOI: 10.1111/j.1532-7795.2010.00644.x     Document Type: Article

References (54)

1. Ackerman P L. A theory of adult intellectual development: Process, personality, interests, knowledge. Intelligence 1996, 22:227-257.
2. Alexander K, Entwisle D. Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development 1988, 53. Serial No. 218
3. Allison P D. Missing data (Sage university papers series on quantitative applications in the social sciences, 07-136) 2001, Thousand Oaks, CA, Sage
4. Arbuckle J L. Full information estimation in the presence of incomplete data. Advanced structural equation modeling: Issues and techniques 1996, 243-277. Marcoulides G ASchumacker R E. (Eds.), Mahwah, NJ, Erlbaum
5. Baltes P B, Staudinger U M, Lindenberger U. Lifespan psychology: Theory and application to intellectual functioning. Annual Review of Psychology 1999, 50:471-507.
6. Baumert J, Köller O, Schnabel K-U. Schulformen als differentielle Entwicklungsmilieus - Eine ungehörige Fragestellung? [School types as differential developmental milieus - An improper question?]. Messung sozialer Motivation: Eine Kontroverse 2000, 28-69. Demmer M, (Ed.), Frankfurt am Main Germany, GEW
7. Baumert J, Roeder P M, Gruehn S, Heyn S, Köller O, Rimmele R. Bildungsverläufe und psychosoziale Entwicklung im Jugendalter (BIJU) [Learning processes, educational careers, and psychosocial development in adolescence (BIJU)]. Methoden und Anwendungen empirischer pädagogi-scher Forschung 1996, 170-180. Treumann K-P, Neubauer G, Moeller R, Abel J, (Eds.), Münster, Germany, Waxmann
8. Baumert J, Trautwein U, Nagy G. 2005, August, Paper presented at the 11th Biennial Conference of the European Association for Research on Learning and Instruction, Nicosia, Cyprus
9. Blyth D A, Simmons R G, Carlton-Ford S. The adjustment of early adolescents to school transitions. Journal of Early Adolescence 1983, 3:105-120.
10. Brannick M T. Critical comments on applying covariance structure modeling. Journal of Organizational Behavior 1995, 16:201-213.
11. Browne M W, Cudeck R. Alternative ways of assessing model fit. Testing structural equation models 1993, 136-162. Bollen K, Long J S. (Eds.), Newbury Park, CA, Sage Publications
12. Bryk A S, Raudenbush S W. Hierarchical linear models: Applications and data analysis methods 1992, Newbury Park, CA, Sage
13. Cattell R B. Theory of fluid and crystalized intelligence: A critical experiment. Journal of Educational Psychology 1963, 54:1-22.
14. Costa P T, Terracciano A, McCrae R R. Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology 2001, 81:322-331.
15. Eccles J S. Gender roles and women's achievement-related decisions. Psychology of Women Quarterly 1987, 11:135-172.
16. Eccles J S, Adler T F, Futterman R, Goff S B, Kaczala C M, Meece J L. Expectancies, values, and academic behaviors. Achievement and achievement motivation 1983, 75-146. Spence J T, (Ed.), San Francisco, W. H. Freeman
17. Eccles J S, Adler T F, Meece J L. Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology 1984, 46:26-43.
18. Eccles J S, Lord S E, Roeser R W. Round holes, square pegs, rocky roads, and sore feet: The impact of stage/environment fit on young adolescents' experiences in schools and families. Adolescence: Opportunities and challenges 1996, 49-93. Toth S L, Cicchetti D, (Eds.), Vol. 7, New York, University of Rochester Press
19. Eccles J S, Midgley C. Stage/environment fit: Developmentally appropriate classrooms for young adolescents. Research on motivation in education 1989, 139-181. Ames R, Ames C. (Eds.), Vol. 3, New York, Academic Press
20. Eccles J S, Midgley C. Changes in academic motivation and self-perceptions during early adolescence. Advances in adolescent development: From childhood to adolescence 1990, 134-155. Montemayor R, Adams G RGullotta T P. (Eds.), Vol. 2, Newbury Park, CA, Sage
21. Eccles J S, Wigfield A. In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin 1995, 21:215-225.
22. Eccles J S, Wigfield A, Harold R, Blumfeld P. Age and gender differences in children's achievement self-perceptions during the elementary school years. Child Development 1993, 64:830-847.
23. Feather N T. Values, valences, and course enrollment: Testing the role of personal values within an expectancy-value framework. Journal of Educational Psychology 1988, 80:381-391.
24. Fredricks J A, Eccles J S. Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology 2002, 38:519-533.
25. Frome P, Eccles J A. Parents' influence on children's achievement-related perceptions. Journal of Personality and Social Psychology 1998, 2:435-452.
26. Hill J P, Lynch M E. The intensification of gender-related role expectations during early adolescence. Girls at puberty 1983, 201-228. Brooks-Gunn J, Petersen A C. (Eds.), New York, Plenum
27. Hoyle R H. Structural equation modeling 1995, Thousand Oaks, CA, Sage
28. Jacobs J E, Lanza S, Osgood D W, Eccles J S, Wigfield A. Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development 2002, 73:509-527.
29. Kelloway E K. Structural equation modelling in perspective. Journal of Organizational Behavior 1995, 16:215-224.
30. Long J S. Regression models for categorical and limited dependent variables 1997, Thousand Oaks, CA, Sage Publications
31. Lynn R, Martin T. Gender differences in extraversion, neuroticism, and psychoticism in 37 countries. Journal of Social Psychology 1997, 137:369-373.
32. Marsh H W. Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology 1989, 81:417-430.
33. Marsh H W. Self Description Questionnaire (SDQ) III: A theoretical and empirical basis for the measurement of multiple dimensions of late adolescent self-concept: A test manual and a research monograph 1992, MacArthur, NSW, Australia, University of Western Sydney, Faculty of Education
34. Marsh H W. The multidimensional structure of academic self-concept: Invariance over gender and age. American Educational Research Journal 1993, 30:341-360.
35. Marsh H W, Hau K-T, Grayson D. Goodness of fit evaluation in structural equation modeling. Contemporary psychometrics: A Festschrift to Roderick P. McDonald 2005, 275-340. Maydeu-Olivares A, McCardle J, (Eds.), Mahwah, NJ, Lawrence Erlbaum Associates
36. Marsh H W, Trautwein U, Lüdtke O, Köller O, Baumert J. Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering. Child Development 2005, 76:397-416.
37. Marsh H W, Trautwein U, Lüdtke O, Köller O, Baumert J. Big fish little pond effect: Persistent negative effects of selective high schools on self-concept after graduation. American Educational Research Journal 2007, 44:631-669.
38. Marsh H W, Yeung A S. Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology 1997a, 89:41-54.
39. Marsh H W, Yeung A S. Coursework selection: Relations to academic self-concept and achievement. American Educational Research Journal 1997b, 34:691-720.
40. Marsh H W, Yeung A S. Longitudinal structural models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal 1998, 35:705-738.
41. Meredith W. Measurement invariance, factor analysis and factorial invariance. Psychometrika 1993, 58:525-543.
42. Meredith W, Tisak J. Latent curve analysis. Psychometrika 1990, 55:107-122.
43. Muthén L K, Muthén B O. Mplus user's guide (1998-2006), 4th ed, Los Angeles, Muthén & Muthén
44. Nagy G, Garrett J, Trautwein U, Cortina K S, Baumert J, Eccles J. Gendered high school course selection as a precursor of gendered occupational careers: The mediating role of self-concept and intrinsic value. Gendered occupational outcomes: Longitudinal assessments of individual, social, and cultural influences 2008, 115-143. Watt H M G, Eccles J S, (Eds.), Washington, DC, American Psychological Association
45. Nagy G, Trautwein U, Köller O, Baumert J, Garrett J. Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value. Educational Research and Evaluation 2006, 12:323-345.
46. Pedhazur E J, Schmelkin L P. Measurement, design and analysis 1991, Mahway, NJ, Lawrence Erlbaum Associates
47. Schnabel K, Alfeld C, Eccles J S, Köller O, Baumert J. Parental influence on students' educational choices in the U.S.A. and Germany: Different ramifications - same effect? Journal of Vocational Behavior 2002, 60:178-198.
48. Trautwein U, Lüdtke O, Köller O, Baumert J. Self-esteem, academic self-concept, and achievement: How the learning environment moderates the dynamics of self-concept. Journal of Personality and Social Psychology 2006, 90:334-349.
49. Trautwein U, Lüdtke O, Schnyder I, Niggli A. Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology 2006, 98:438-456.
50. Watt H M G. Measuring attitudinal change in mathematics and English over the first year of junior high school: A multidimensional analysis. Journal of Experimental Education 2000, 68:331-361.
51. Watt H M G. Development of adolescents' self-perceptions, values, and task perceptions according to gender and domain in 7th- through 11th-grade Australian students. Child Development 2004, 75:1556-1574.
52. Wigfield A, Eccles J, Mac Iver D, Reuman D, Midgley C. Transitions at early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology 1991, 27:552-565.
53. Wigfield A, Eccles J S, Yoon K S, Harold R D, Arbreton A J A, Blumenfeld P C. Changes in children's competence beliefs and subjective task values across the elementary school years: A three-year study. Journal of Educational Psychology 1997, 89:451-469.
54. Williams J E, Best D L. Measuring sex stereotypes: A multination study 1990, Newbury Park, CA, Sage