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Originalbeitrag

Warum schätzen Mädchen ihre mathematischen Kompetenzen geringer ein als Jungen?

Ein Erklärungsversuch unter Berücksichtigung von Noten, Leistungstests, Lehrer- und Elterneinschätzungen

Published Online:May 08, 2020https://doi.org/10.1026/0049-8637/a000213

Abstract

Zusammenfassung. Trotz sehr geringer Leistungsunterschiede in objektiven Leistungstests schätzen Mädchen ihre mathematischen Kompetenzen bereits im Grundschulalter geringer ein als Jungen. Basierend auf dem Erwartungs-Wert-Modell (Eccles & Wigfield, 2002) wird überprüft, inwieweit Geschlechtsunterschiede im mathematischen Fähigkeitsselbstkonzept durch Eltern- und Lehrereinschätzungen der mathematischen Kompetenzen der Kinder sowie unterschiedliche Leistungsindikatoren erklärt werden können. Es wurden Selbst-‍, Eltern- und Lehrereinschätzungen der mathematischen Kompetenzen von N = 837 Kindern der vierten Klasse sowie deren Noten und objektive Leistungen in Mathematik erfasst. Jungen gaben ein höheres Fähigkeitsselbstkonzept an als Mädchen. Objektive Mathematikleistungen mediierten den Zusammenhang nicht, Mathematiknoten sowie Eltern- und Lehrereinschätzungen hingegen teilweise. Die Ergebnisse werden vor dem Hintergrund der Rolle wichtiger Sozialisationspersonen und anderer potentieller Faktoren für die Entwicklung des mathematischen Fähigkeitsselbstkonzepts im Grundschulalter diskutiert.


Why do girls rate their mathematical competencies lower than boys? Considering grades, competency tests, teacher- and parent-ratings as potentially explaining factors

Abstract. Despite very small gender differences in mathematic achievement tests, girls rate their mathematical abilities lower than boys as early as in elementary school. Based on the expectancy-value-model (Eccles & Wigfield, 2002), we tested if gender differences in mathematical ability self-concept are mediated by teacher and parent ratings of children’s mathematical competencies as well as by different indicators of mathematical achievement. In a sample of N = 837 fourth graders, we assessed mathematical ability self-concept, teacher and parent ratings as well as mathematics grades and performance. Boys displayed a higher mathematical ability self-concept than girls. Objective mathematical achievement did not mediate the relationship between gender and mathematical ability self-concept, but grades in math, parent and teacher ratings did so partially. Results are discussed with regard to the importance of socializers and other potential factors impacting on the development of mathematical ability self-concepts.

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