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

  1. Carolina Cárcamo
  2. Amparo Moreno
  3. Cristina del Barrio
Journal:
Suma Psicológica

ISSN: 0121-4381

Year of publication: 2020

Volume: 27

Issue: 1

Pages: 27-34

Type: Article

DOI: 10.14349/SUMAPSI.2020.V27.N1.4 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Suma Psicológica

Abstract

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.

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