Gender Differences in Student's Mathematics Self-Concept and Academic Burnout
Message:
Abstract:
Background
Mathematics self-concept and academic burnout are one of the most important psychosocial factors in academic achievement.
Objectives
The current study aimed to compare gender differences in mathematics self-concept and academic burnout in the students.
Methods
The sample included 140 male and 90 female first-grade high school students selected via one-stage cluster sampling method. The current descriptive study applied mathematics self-concept scale by Radi in 2011 and also school burnout inventory by Salmela-Aro, Naatanen in 2004. Data were analyzed using independent t-test.
Results
The results showed that the mean of scores in mathematics self-concept and its subscales components (skills and capabilities, mathematics enjoyment and mathematics avoidance) were not significantly different between male and female students (P > 0.05), while the mean scores of academic burnout and its components (exhaustion, cynicism, inadequacy) were higher in male students (P
Conclusions
Mathematics self-concept and its components were the same between male and female students, but academic burnout and its components were higher in males than females.
Language:
English
Published:
International Journal of School Health, Volume:4 Issue: 1, Winter 2017
Page:
6
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