Gender Differences in Mathematical Achievement Development: A Family Psychobiosocial Model

Autor/in	Chiu, Mei-Shiu
Titel	Gender Differences in Mathematical Achievement Development: A Family Psychobiosocial Model
Quelle	In: European Journal of Psychology of Education, 38 (2023) 4, S.1481-1504 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiu, Mei-Shiu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00674-1
Schlagwörter	Gender Differences; Cognitive Development; Socioeconomic Influences; Psychological Patterns; Biology; Predictor Variables; Mathematics Achievement; Young Children; Family Influence; Drinking; Pregnancy; Family Income; Parent Background; Educational Attainment; Mothers; Stimulation + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Kognitive Entwicklung; Sozioökonomischer Faktor; Biologie; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Frühe Kindheit; Trinken; Schwangerschaft; Familieneinkommen; Elternhaus; Bildungsabschluss; Bildungsgut; Mother; Mutter
Abstract	This study proposes a family psychobiosocial model on gender differences in cognitive development. Specifically, the aim is to investigate how family biological, socioeconomic, and psychological factors predict child mathematics achievement (MAch) development. The data were obtained from the Millennium Cohort Study. Children's pattern construction scores collected at ages 5 and 7 years worked as MAch (n = 18,497). The predictors were family data collected when the children were 9 months. The results of path analyses for all students indicate that all three factors in the family psychobiosocial model play some roles in children's MAch development. Analyses for the female and male students separately reveal that girls' positive MAch development was significantly predicted by four psychobiosocial factors (fewer mother in-pregnancy alcohol intakes, more family income, higher mother education levels, and more mother cognitive stimulation); boys' MAch development is predicted by only one factor (higher mother education levels). The results support the psychobiosocial model as a whole. Family psychobiosocial factors, especially social factors, impact children's cognitive development more for females than for males. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01