Family Context Predictors of Math Self-Concept among Undergraduate STEM Majors: An Analysis of Gender Differences

Autor/inn/en	Rinn, Anne N.; Miner, Kathi; Taylor, Aaron B.
Titel	Family Context Predictors of Math Self-Concept among Undergraduate STEM Majors: An Analysis of Gender Differences
Quelle	In: Journal of the Scholarship of Teaching and Learning, 13 (2013) 2, S.116-132 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	STEM Education; Mathematics Skills; Self Concept; Family Environment; Socioeconomic Status; Social Support Groups; Undergraduate Students; Predictor Variables; Gender Differences; Mothers; Educational Attainment; Research Universities; Fathers; Interaction; Correlation; Self Description Questionnaire + Suchen Sie Ihr Suchwort? STEM; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Selbstkonzept; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Social support; Soziale Unterstützung; Prädiktor; Geschlechterkonflikt; Mother; Mutter; Bildungsabschluss; Bildungsgut; Forschungseinrichtung; Interaktion; Korrelation
Abstract	The purpose of the current study was to examine four family context variables (socioeconomic status, mother's level of education, father's level of education, and perceived family social support) as predictors of math self-concept among undergraduate STEM majors to better understand the gender differential in math self-concept. Participants included 499 undergraduates (75% of whom were female) at a large research university in the southwestern United States. Results indicated that males had higher math self-concepts than females and that social support predicted math self-concept, particularly for males. (Contains 2 tables and 2 figures.) (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10