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• W2469964009 abstract "Cilj ovog rada bio je ispitati rodne razlike u skolskom uspjehu iz matematike i strahu od matematike, te istražiti koji cimbenici najbolje objasnjavaju matematicki uspjeh i strah od matematike. Teorija vrijednosti i ocekivanja (Eccles, 1983) predviđa bitne motivacijske elemente akademskih odabira i uspjeha u pojedinim akademskim podrucjima poput ocekivanja uspjeha, intrinzicne i utilitarne vrijednosti zadatka, te procjene njegove težine. Uz to, ova teorija i rodne stereotipe o akademskim podrucjima smatra važnim odrednicama skolskog uspjeha. U ovom je istraživanju teorija vrijednosti i ocekivanja poslužila kao konceptualna osnova odabira varijabli koje mogu predviđati uspjeh iz matematike, ali i strah od matematike. Na uzorku od 693 ucenika/ca 8. razreda primijenjeni su instrumenti koji mjere ocekivanja uspjeha i samopoimanje vlastitih sposobnosti, procjenu težine matematike, interes i percipiranu korisnost matematike, stereotipe o matematici kao muskoj domeni te uvjerenje o tome da svatko može biti dobar u matematici. Hijerarhijskim regresijskim analizama se ispitalo koje od ovih varijabli objasnjavaju matematicki uspjeh i strah od matematike. Rezultati su pokazali da se djevojcice, unatoc boljem skolskom uspjehu iz matematike, vise boje matematike od djecaka. Skolsku ocjenu najbolje predviđa ocekivanje uspjeha u matematici, pri cemu oni ucenici/e koji smatraju da su uspjesni u matematici i da imaju sposobnosti potrebne za matematiku imaju i bolju ocjenu. Stereotip je u prvom koraku regresijske analize imao negativan efekt na ocjenu iz matematike kod djevojcica kao sto je i ocekivano prema teoriji ocekivanja i vrijednosti, te pozitivan efekt na ocjenu djecaka. Najsnažniji prediktor straha od matematike je percipirana težina matematike. Ucenici/e, koji matematiku smatraju težom, vise je se i boje. Kod djevojcica se također pokazalo da je strah od matematike veci ako prihvacaju rodne stereotipe o matematici kao muskoj domeni.(IN ENGLISH: The goal of this research was to test gender differences in academic achievement in mathematics and in mathematics anxiety, and to explore the factors that explain mathematics achievement and anxiety. According to the expectancy-value theory (Eccles, 1983) educational choices and achievement are determined by motivational variables such as expectancy of success, intrinsic and utility values, and perceived task difficulty. In addition, gender stereotypes about academic domains are considered important predictors of academic achievement. The sample consisted of 693 8th grade pupils. Instruments assessing expectancy of success, self-concept of one's abilities, perceived task difficulty, interest and utility value, stereotypes about mathematics as a male domain, and belief that anybody can be good at mathematics, were used in this research. Hierarchical regression analyses were performed to examine which of these variables predicted mathematics achievement and anxiety.The results have shown that girls fear mathematics more than boys, despite their higher mathematics achievement. Expectancy of success was the strongest predictor of academic achievement in mathematics: those pupils who expected higher success and thought of themselves as more competent in mathematics had higher grades. As expectancy-value theory predicts, stereotype had a negative effect on girls' achievement and a positive effect on boys' achievement in the first step of the regression analysis. Perceived difficulty of mathematics was the strongest predictor of mathematics anxiety. Pupils, who considered mathematics as more difficult, feared it more. The results have also shown that girls fear mathematics more if they endorse stereotypes about mathematics as a male domain.)" @default.
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• W2469964009 date "2012-07-10" @default.
• W2469964009 modified "2023-09-23" @default.
• W2469964009 title "Uloga rodnih stereotipa i motivacije u objašnjenju matematičkog uspjeha i straha od matematike" @default.
• W2469964009 hasPublicationYear "2012" @default.
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