Gender Differences in Students' Mathematics Self-Concept and Academic Burnout
<strong>Background:</strong> Mathematics self-concept and academic burnout are one of the most important psychosocial factors in academic achievement. <strong>Objectives:</strong> The current study aimed to compare gender differences in mathematics self-concept and academic b...
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Shiraz University of Medical Sciences,
2017-01-01T00:00:00Z.
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| Summary: | <strong>Background:</strong> Mathematics self-concept and academic burnout are one of the most important psychosocial factors in academic achievement. <strong>Objectives:</strong> The current study aimed to compare gender differences in mathematics self-concept and academic burnout in the students. <strong>Methods:</strong> The sample included 140 male and 90 female first-grade high school students selected via one-stage cluster sampling method. The current descriptive study applied mathematics self-concept scale by Radi in 2011 and also school burnout inventory by Salmela-Aro, Naatanen in 2004. Data were analyzed using independent t-test. <strong>Results:</strong> The results showed that the mean of scores in mathematics self-concept and its subscales components (skills and capabilities, mathematics enjoyment and mathematics avoidance) were not significantly different between male and female students (P > 0.05), while the mean scores of academic burnout and its components (exhaustion, cynicism, inadequacy) were higher in male students (P < 0.05). <strong>Conclusions:</strong> Mathematics self-concept and its components were the same between male and female students, but academic burnout and its components were higher in males than females. |
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| Item Description: | 2345-5152 2383-1219 10.17795/intjsh-39351 |