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Sex- and age-related differences in mathematics
Ruth Rustemeyer1, Natalie Fischer
1Institut für Psychologie, Universitaet Koblenz-Landau, Campus Koblenz, Universitaetsstr. 1, D-56070 Koblenz, Germany. ruste@uni-koblenz.de
Psychological Reports
|November 11, 2005
Summary
This study found significant sex differences in math motivation among German students in grades 7 and 9. Older students showed less favorable motivation, highlighting the need for targeted encouragement, especially for girls and struggling learners.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Mathematics Education
Background:
- Examined sex differences and age-related changes in mathematics motivation.
- Utilized Eccles's expectancy-value model and Dweck's motivation-process model.
- Focused on achievement-related choices in secondary education.
Purpose of the Study:
- To assess motivational variables and performance in mathematics.
- To investigate sex and age differences in math motivation.
- To identify at-risk student groups for motivational support.
Main Methods:
- Surveyed students in Grades 5, 7, and 9 in a German secondary school.
- Assessed key motivational variables related to mathematics.
- Controlled for school marks to isolate motivational effects.
Main Results:
- Significant sex differences in math motivation observed in Grades 7 and 9.
- Motivational patterns became less favorable with increasing age (Grade 7 vs. Grade 9).
- Differences persisted even after controlling for academic performance (school marks).
Conclusions:
- Emphasizes the critical role of motivational encouragement in mathematics instruction.
- Highlights the particular need for support for girls and lower-achieving students.
- Suggests interventions to foster positive math motivation across age groups.