Poczucie autoskuteczności w matematyce uczniów i uczennic

  • Author: Dorota Turska
  • Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie
  • Year of publication: 2013
  • Source: Show
  • Pages: 98-115
  • DOI Address: https://doi.org/10.15804/kie.2013.03.05
  • PDF: kie/96/kie9605.pdf

Sense of Self-efficacy in Mathematics of Male and Female Students

Women’s underrepresentation in strictly technical fields of study closely linked to mathematics is a universal phenomenon, registered not only in Poland. Conclusions from numerous educational reports are worldwide as well – it is girls who preponderate over boys in math grades at every stage of education. Furthermore, in Polish conditions, the results of external exams are not significantly diversified by gender. Thus, the consequences of different evaluation systems do not explicate the so-called „women gender gap” in terms of women academic and vocational choices. In Poland, for a few years there has been attempts to counteract the prevailing trend through „The Girls for Engineers” programme or systems of scholarships for female students of technical and scientific studies. Such activities are claimed to be legitimate, though still insufficient, because they focus on diminishing the symptoms of the phenomenon, regardless of its exact causes. The explanation proposed in the article refers to the effects of stereotype that „maths is a domain for males”. It has been assumed that such stereotype has an adverse impact on the perception of one’s competences of stigmatized people – i.e. girls. Such facet of analysis has not been adopted in Polish educational research so far. Theoretical background of own research constitute self-efficacy theory by Albert Bandura, which emphasizes cultural context of its formation process. The obtained results indicate that gender is a significant factor contributing to the sense of efficacy formed on the basis of specific achievements in mathematics. It indicates that a typical female student – in relation to similarly assessed typical male student – registers lower trust to her own mathematical competences. Discussion depicted the way in which unfavourable self-perception corresponds to motivation for learning mathematics and consequently to educational choices. The direction for further research has been indicated.

REFERENCES:

  • Babiuch-Hall M, Czy matematyka jest wciąż tylko dla mężczyzn? [w:] Rozważania o rozwoju i wychowaniu, M. Czerwińska-Jasiewicz, E. Dryll (red.), Warszawa 2007.
  • Bahr D.L., de Garcia, L.A., Elementary Mathematics is Anything but Elementary; Content and Methods from a Developmental Perspective, Belmont 2010.
  • Bandura A., Self-efficacy: Toward a Unifying Theory of Behavioral Change, „Psychological Review” 1977, nr 4.
  • Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, Englewood Cliffs 1986.
  • Bandura A., Self-efficacy: The Exercise of Control, New York 1997.
  • Bedyńska S., Disabling the Able: Stereotype Threat and Women’s Deductive Reasoning [w:] Psychologia twórczości. Nowe horyzonty, S. Popek, E. Bernacka, C. Domański, B. Gawda, D. Turska, A. Zawadzka (red.), Lublin 2009.
  • Chomczyńska-Rubacha M., Płeć i szkoła. Od edukacji rodzajowej do pedagogiki rodzaju, Warszawa 2012.
  • Chomczyńska-Rubacha M., Rubacha K., Test Poczucia Skuteczności. Podręcznik, „Przegląd Badań Edukacyjnych” 2013, nr 1 (16).
  • Dee T.S., Teachers and Gender Gaps in Student Achievement, „Journal of Human Resources” 2007, nr 3.
  • Dweck C.S., Even Geniuses Work Hard, „Educational Leadership” 2010, nr 2.
  • Fennema E., Teachers’ Beliefs and Gender Differences in Mathematics [w:] Mathematics and Gender, E. Fennema, G.C. Leder (red.), New York 1990.
  • Hill C., Corbett Ch., Rose A., Why So Few? Women in Science, Technology, Engineering, and Mathematics, Washington 2010.
  • Hyde J.S., Lindberg S.M., Linn M.C., Ellis A.B., Williams C.C., Gender Similarities Characterize Math Performance, „Science” 2010, nr 321.
  • Federowicz M. (red.), PISA. Wyniki badania 2009 w Polsce, Warszawa 2010.
  • Juczyński Z., Skala Kompetencji Osobistej KOMPOS [w:] Narzędzia pomiaru w promocji zdrowia i psychologii zdrowia, Z. Juczyński (red.), Warszawa 2001.
  • Kopciewicz L., Równa szkoła. Matematyka, władza i pole wytwarzania kultury, Warszawa 2012.
  • Konarzewski K. Egzaminy zewnętrzne – czy mają płeć? [w:] Płeć i rodzaj w edukacji, M. Chomczyńska-Rubacha (red.), Łódź 2004.
  • Krejtz K., Krejtz I., Dwuczynnikowa analiza wariancji w schemacie międzygrupowym [w:] Statystyczny drogowskaz, S. Bedyńska, A. Brzezicka (red.), Warszawa 2007.
  • Klassen R., Writing in Early Adolescence: A Review of the Role of Self-Efficacy Beliefs, „Educational Psychology Review” 2002, nr 2.
  • Ledzińska M., Przetwarzanie informacji przez uczniów o zróżnicowanym poziomie zdolności a ich postępy szkolne, Warszawa 1996.
  • Lent R.W., Hackett G., Career Self-Efficacy: Empirical Status and Future Directions, „Journal of Vocational Behavior” 1987, nr 3.
  • Lloyd J.E., Walsh J., Yailagh M.S., Sex Differences in Performance Attributions, Self-Efficacy, and Achievement in Mathematics, „Journal of Counseling Psychology” 2005, nr 2.
  • Metallidou P., Vlachou A., Motivational Beliefs, Cognitive Engagement, and Achievement in Language and Mathematics in Elementary School Children, „International Journal of Psychology” 2007, nr 1.
  • Osiągnięcia uczniów kończących gimnazjum w roku 2012, Raport Centralnej Komisji Egzaminacyjnej, http://www.cke.edu.pl/, [dostęp: 15.10. 2012].
  • Pintrich P.R., Th e Role of Motivation in Promoting and Sustaining Self-regulated Learning, „International Journal of Educational Research” 1999, nr 31.
  • Pintrich P.R., V. De Groot E., Motivational and Self-Regulated Learning Components of Classroom Academic Performance, „Journal of Educational Psychology” 1990, nr 1.
  • Reilly D., Gender, Culture, and Sex-Typed Cognitive Abilities, PLoS ONE 7: http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0039904, [dostęp: 15.10. 2012].
  • Reis S.M., Toward a Theory of Creativity in Diverse Creative Women, „Creativity Research Journal” 2002, nr 3–4.
  • Sadker M., Sadker D., Klein S., The Issue of Gender in Elementary and Secondary Education, „Review of Research in Education” 1991, nr 17.
  • Schunk D.H., Self-efficacy and Academic Motivation, „Eucational Psychologist” 1991, nr 4.
  • Sędek G., Bezradność intelektualna w szkole, Warszawa 1995.
  • Siwińska B., Dziewczyny na politechnikach, Warszawa 2011.
  • S. Department of Education. NAEP 1999 Trends in Academic Progress: Three Decades of Student Performance (NCES 2000–469),Washington, DC: Office of Educational Research and Improvement, National Center for Education Statistics., http://nces.ed.gov/nationsreportcard/pubs/main1999/2000469.asp, [dostęp: 15.10.2012].
  • Tiedemann J., Teachers’ Gender Stereotypes as a Determinants of Teacher Perceptions in Elementary School Mathematics, „Educational Studies in Mathematics” 2002.
  • Tomasetto C., Alparone F.R., Cadinu M., Girls’ Math Performance under Stereotype Threat: the Moderating Role of Mothers’ Gender Stereotypes, „Developmental Psychology” 2011, nr 47.
  • Turska D., Skuteczność ucznia. Od czego zależy udana realizacja wymogów edukacyjnych, Lublin 2006.
  • Turska D., Bernacka E.R., Maths Lessons – are they Gender Neutral in the Polish Perspective?, „The New Educational Review” 2010, nr 3–4.
  • Vrugt A., Oort F.J., Waardenburg L., Motivation of Men and Women in Mathematics and Language, „International Journal of Psychology” 2009, nr 5.
  • Wigfi eld A., J.T., Guthrie J.S., Tonks S., Perencevich K., Children’s Motivation for Reading: Domain Specificity and Instructional Influences, „The Journal of Educational Research” 2004, nr 7.
  • Wilczyńska J., Czynniki zmieniające wyniki kwestionariuszy osobowości oraz sposoby ich pomiaru [w:] Techniki kwestionariuszowe w diagnostyce psychologicznej, R.Ł. Drwal (red.), Lublin 1989.
  • Zimmerman B.J., Self-efficacy and Educational Development [w:] Self-efficacy in Changing Societies, A. Bandura (red.), Cambridge 1995.

two-factor analysis of variance a lower secondary school mathematics self-efficacy stereotype

Message to:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart