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Related Concept Videos

Self-Concept01:19

Self-Concept

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Self-concept is the cognitive and emotional understanding individuals hold about their identity. It evolves through various developmental stages, beginning in infancy and maturing as children grow. This concept influences how individuals perceive their abilities, interact with others, and manage challenges throughout life.
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Sources of Self-Esteem III: Social Comparison01:27

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Social comparison plays a fundamental role in the evaluation of personal success and self-worth. Rather than assessing our achievements in isolation, we interpret their significance relative to personal goals and critically in comparison to the performance of others. A grade of B in a mathematics exam might elicit pride if one's expectation was a C, yet result in disappointment if an A was anticipated or if peers achieved superior results. These comparative evaluations illustrate how both...
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Self-Esteem01:28

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Self-esteem, a core aspect of psychological well-being, reflects an individual's positive and negative self-evaluation in terms of worth, competence, and overall value. It is both a stable trait and a dynamic process, influenced by experiences and social interactions across the lifespan. While global self-esteem offers a general assessment, research highlights that self-esteem is multidimensional and varies across specific life domains.Domain-Specific Self-EsteemResearchers have delineated...
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Understanding Self-Concept01:20

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The self-concept encompasses individuals' beliefs about themselves, structured through cognitive frameworks known as self-schemas. These schemas function as mental representations of specific traits or behaviors, influencing how self-relevant information is perceived, processed, and remembered. For example, individuals who are schematic for body weight are more likely to interpret routine experiences—such as dining out or shopping—through the lens of that trait. Conversely, those...
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Stereotype Threat and Self-fulfilling Prophecies02:09

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When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
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Trait and State Self-Esteem02:08

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The term self-esteem is often used generically, to refer to how people feel about themselves. However, according to research, there are three distinct constructs that should not be used interchangeably (Brown & Marshall, 2006). 
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Exploring international gender differences in mathematics self-concept.

Amy D Goldman1, Andrew M Penner2

  • 1Department of Education, Claremont Graduate University, Claremont, CA, USA.

International Journal of Adolescence and Youth
|November 15, 2016
PubMed
Summary
This summary is machine-generated.

Mathematics self-concept, not achievement, strongly predicts interest in math careers among 8th graders globally. Interestingly, more egalitarian countries show lower interest for both genders, posing a policy challenge for STEM.

Keywords:
STEMeighth gradersgender inequalityinternational educationmathematics achievementmathematics self-concept

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Area of Science:

  • Educational Psychology
  • International Comparative Studies
  • STEM Education

Background:

  • Understanding factors influencing students' career aspirations in mathematics is crucial for future STEM workforce development.
  • International comparisons reveal diverse trends in mathematics self-concept and career interest across different cultural and policy contexts.

Purpose of the Study:

  • To examine the relationship between mathematics self-concept, achievement, and career aspirations in mathematics among eighth-grade students across 49 countries.
  • To investigate the influence of national gender equality levels on mathematics self-concept and career interest.

Main Methods:

  • Utilized data from the Trends in International Mathematics and Science Study (TIMSS).
  • Employed statistical analysis to explore correlations between mathematics self-concept, achievement, and desire for mathematics-related careers.
  • Analyzed data in relation to country-level indicators of gender egalitarianism.

Main Results:

  • Mathematics self-concept demonstrated a stronger association with the desire for mathematics careers than mathematics achievement.
  • In countries with smaller gender gaps, both boys and girls reported lower mathematics self-concepts and less interest in mathematics careers.
  • A policy paradox emerged: efforts to close the gender gap in STEM may inadvertently reduce overall interest in mathematics-intensive careers.

Conclusions:

  • Mathematics self-concept plays a pivotal role in shaping students' interest in STEM careers, independent of academic achievement.
  • The findings suggest that policies aiming to increase STEM participation need to consider the nuanced relationship between gender equality and individual career motivation.
  • Disentangling the instrumental and expressive dimensions of gender inequality is essential for effective STEM policy development.