Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic-Reference-Cited by-同舟云学术

Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic

Published:2017-08-01 Issue:2 Volume: Page:25-40
ISSN:0023-5938
Container-title:Kwartalnik Pedagogiczny
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Author:

Turska Dorota¹,Oszwa Urszula²

Affiliation:

1. Uniwersytet im. Marii Curie-Skłodowskiej Instytut Psychologii Zakład Psychologii Wychowawczej i Psychologii Rodziny

2. Institute of Psychology, Marie Curie-Sklodowska University, Lublin, Poland

Abstract

The present study tested the hypothesis that gender differentiates teachers’ attributions of students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120) completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale (GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both boys and girls with low, average and high scores in mathematics. GSS assessed the degree of teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There has been an empirically attained relationship between the teachers’ belief that mathematics is a male domain and the attribution asymmetry, detrimental for the female students.

Publisher

University of Warsaw

Subject

General Medicine

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