Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas

Abstract

Resumen Estudios previos muestran diferencias de género en el rendimiento de matemáticas y lengua, principalmente en adolescentes. Este estudio tiene como objetivo evaluar las diferencias de género en autoconcepto, valor subjetivo, expectativas y rendimiento académico; analizar las relaciones entre las variables y conocer el papel que ellas desempeñan en la explicación del rendimiento en lengua y matemáticas. Participaron 406 estudiantes de 4º y 5º de primaria en Colombia. Los resultados muestran que las niñas presentan mayores expectativas de rendimiento en matemáticas y lengua, así como un rendimiento en lengua superior a los niños. No se encontraron diferencias de género en el autoconcepto y el valor subjetivo de la tarea. El autoconcepto, las expectativas de rendimiento y la edad, explicaron el rendimiento tanto en matemáticas como en lengua. Se discuten las implicaciones de estos resultados para la disminución de la brecha de género en el aprendizaje. Como este estudio es un primer intento de explorar las relaciones entre las creencias de expectativa y valores de las tareas en matemática y lengua con base en el Modelo de Expectativa-Valor en estudiantes hispanos en primaria, se necesita más investigación para apoyar o refutar estos hallazgos.

Academic performance of secondary education students in socio-familial risk contexts

“…Non-cognitive variables are factors related to attitudes and beliefs, social and emotional qualities, learning processes, and personality (Lipnevich & Roberts, 2012;Rodríguez-Rodríguez, 2020), with self-efficacy and academic self-concept being some important examples given their influence on academic performance, so they must be included in the predictor models (Cárcamo et al, 2020;Mello & Hernández, 2019;Talsma et al, 2018;Willems et al, 2019).…”

El análisis de la Resiliencia y el rendimiento académico en los estudiantes universitarios

“…La muestra fue de 406 estudiantes en Colombia. Los resultados muestran que el autoconcepto, las expectativas y la edad, explicaron el rendimiento académico en matemáticas (Cárcamo et al, 2020).…”

Self-Concept and Academic Achievement in Primary School: A Predictive Study

“…(Manassero & Vázquez, 2005). Among personal variables, selfconcept is one of the variables most closely linked to academic achievement (Cárcamo et al, 2020;Giner et al, 2019;Gargallo et al, 2009;Herrera et al, 2017;Martínez & Méndez, 2020). Self-concept develops in three distinct stages: a first existential or "primitive self" stage (0-2 years), in which the child develops the perception of him/herself as something different from the rest; an "external self" stage (2-12 years), in which the environment plays the greatest role as there is an important opening to the entry of external information; and a final "inner self" stage (from the age of 12) in which the adolescent tries to define his/her identity.…”

“…This is why some studies have found different results depending on the school subject. The study by Cárcamo et al (2020) stands out for finding differences in the relationship between self-concept and performance in the subjects of mathematics and language, being significant and positive in all cases, with a correlation of medium Carrillo-López, Constante-Amores, Arroyo-Resino, & Sánchez-Munilla 1060 intensity in mathematics for both boys (r=.46) and girls (r=.43), but low in language for boys (r=.09) and girls (r=.18). Schulte & Wegner (2021) show similar results when they demonstrate that there is a close relationship between self-concept and interest in the subject.…”

“…Although the study of the relationship between academic performance and self-concept has been addressed on many occasions, there is a notable lack of research that goes a step further and attempts to predict performance in different subjects based on the different dimensions of self-concept. In this sense, only the regression analysis of Cárcamo et al (2020) has been found, in which self-concept is the predictor variable with the greatest relative importance in the model on performance in mathematics (β=.43), and the second on performance in language (β =.28) in primary school students. On the other hand, in the model of Giner et al (2019), with primary and Compulsory Secondary Education (ESO) students, the percentage of variance explained was low, but self-concept was presented as the most important variable of all those considered in the study.…”