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DC Field | Value | Language |
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dc.contributor.author | Sainz, Milagros | - |
dc.contributor.author | Upadyaya, Katja | - |
dc.contributor.other | Universitat Oberta de Catalunya. Internet Interdisciplinary Institute (IN3) | - |
dc.contributor.other | University of Helsinki | - |
dc.date.accessioned | 2018-07-09T11:10:20Z | - |
dc.date.available | 2018-07-09T11:10:20Z | - |
dc.date.issued | 2016-03-15 | - |
dc.identifier.citation | Sáinz Ibáñez, M. & Upadyaya, K. (2016). Accuracy and bias in Spanish secondary school students' self-concept of math ability: the influence of gender and parental educational level. International Journal of Educational Research, 77, 26-36. doi: 10.1016/j.ijer.2016.02.009 | - |
dc.identifier.issn | 0883-0355MIAR | - |
dc.identifier.uri | http://hdl.handle.net/10609/83146 | - |
dc.description.abstract | The present two-wave longitudinal study investigated the accuracy or bias in students' math self-concept of ability during the transition to high school from the last year of secondary compulsory education (10th grade). The role of students' gender and parents' educational level in predicting the accuracy or bias in math ability self-concepts was also investigated. 424 Spanish students participated. The results analyzed with the person-oriented I-States as Objects Analysis (ISOA) showed four groups of students: high-accurate, low-accurate, optimistic, and pessimistic. Males more likely belonged to the high-accurate or optimistic self-concept math ability group. In addition, students whose parents had a high level of education more likely belonged to the low-accurate or pessimistic self-concept of math ability group. | en |
dc.language.iso | eng | - |
dc.publisher | International Journal of Educational Research | - |
dc.relation.ispartof | International Journal of Educational Research, 2016, 77 | - |
dc.relation.uri | https://doi.org/10.1016/j.ijer.2016.02.009 | - |
dc.rights | CC BY-NC-ND | - |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | - |
dc.subject | gender | en |
dc.subject | math performance | en |
dc.subject | parents' education | en |
dc.subject | self-concept of math ability | en |
dc.subject | transition to high school | en |
dc.subject | gènere | ca |
dc.subject | género | es |
dc.subject | rendiment matemàtic | ca |
dc.subject | rendimiento matemático | es |
dc.subject | educació parental | ca |
dc.subject | educación parental | es |
dc.subject | autoconcepte de la capacitat matemàtica | ca |
dc.subject | autoconcepto de la capacidad matemática | es |
dc.subject | transició cap a l'escola secundària | ca |
dc.subject | transición a la escuela secundaria | es |
dc.subject.lcsh | Education, Secondary | en |
dc.subject.lcsh | Mathematics -- Study and teaching | en |
dc.title | Accuracy and bias in Spanish secondary school students' self-concept of math ability: the influence of gender and parental educational level | en |
dc.type | info:eu-repo/semantics/article | - |
dc.audience.mediator | Theme areas::Computer Science, Technology and Multimedia | en |
dc.subject.lemac | Educació secundària | ca |
dc.subject.lemac | Matemàtica -- Ensenyament | ca |
dc.subject.lcshes | Educación secundaria | es |
dc.subject.lcshes | Matemática -- Enseñanza | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.doi | 10.1016/j.ijer.2016.02.009 | - |
dc.gir.id | AR/0000002663 | - |
dc.type.version | info:eu-repo/semantics/acceptedVersion | - |
Appears in Collections: | Articles Articles cientÍfics |
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ViewPageProof_JIJER_1127_march2016.pdf | author's postprint | 423,02 kB | Adobe PDF | View/Open |
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