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  • Self-concept and achievement in math among australian primary students: Gender and culture issues

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    HAN218058.pdf (461.3Kb)
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    Author(s)
    Han, F
    Griffith University Author(s)
    Han, Feifei D.
    Year published
    2019
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    Abstract
    While gender stereotype on math learning and achievement is consistently reported among existing research, these studies predominantly focus on mainstream students with Western cultural backgrounds. There is a dearth of study, which investigates gender effect among Australian Indigenous students. To fill this gap, the present study adopted a multiple-indicator-multiple-indicator-cause approach to structural equation modeling to investigate effects of gender, culture (Indigenous vs. non-Indigenous), and the interaction of the two on students' self-concept of competence and affect in math, as well as math achievement among ...
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    While gender stereotype on math learning and achievement is consistently reported among existing research, these studies predominantly focus on mainstream students with Western cultural backgrounds. There is a dearth of study, which investigates gender effect among Australian Indigenous students. To fill this gap, the present study adopted a multiple-indicator-multiple-indicator-cause approach to structural equation modeling to investigate effects of gender, culture (Indigenous vs. non-Indigenous), and the interaction of the two on students' self-concept of competence and affect in math, as well as math achievement among Australian primary school students. We found gender stereotype effect not only on students' self-perceptions of their competence in math but also their actual math performance reflected in their math achievement scores in a standard math test. Boys had higher ratings on math competence and scored more highly on math test than girls. However, the gender stereotype was not found for self-concept of affect. Instead, culture was significantly impacted on self-concept of math affect, indicating that Indigenous students had less enjoyment toward learning math compared with their non-Indigenous peers. Furthermore, significant interaction effects between gender and culture were observed on both self-concept of math competence and math affect. In practice, to enhance Indigenous students' interest and enjoyment in math learning, educators are suggested to incorporate Indigenous students' values, beliefs, and traditions when delivering new math knowledge.
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    Journal Title
    Frontiers in Psychology
    Volume
    10
    Issue
    MAR
    DOI
    https://doi.org/10.3389/fpsyg.2019.00603
    Copyright Statement
    © 2019 Han. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
    Subject
    Psychology
    Cognitive and computational psychology
    Publication URI
    http://hdl.handle.net/10072/385946
    Collection
    • Journal articles

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    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander