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Paidar, Farshid, Amirhooshangi, Ahmad, Taghavi, Reza. (1395). Gender Differences in Students’ Mathematics Self-Concept and Academic Burnout. سامانه مدیریت نشریات علمی, 4(1), 1-6. doi: 10.17795/intjsh-39351
Farshid Paidar; Ahmad Amirhooshangi; Reza Taghavi. "Gender Differences in Students’ Mathematics Self-Concept and Academic Burnout". سامانه مدیریت نشریات علمی, 4, 1, 1395, 1-6. doi: 10.17795/intjsh-39351
Paidar, Farshid, Amirhooshangi, Ahmad, Taghavi, Reza. (1395). 'Gender Differences in Students’ Mathematics Self-Concept and Academic Burnout', سامانه مدیریت نشریات علمی, 4(1), pp. 1-6. doi: 10.17795/intjsh-39351
Paidar, Farshid, Amirhooshangi, Ahmad, Taghavi, Reza. Gender Differences in Students’ Mathematics Self-Concept and Academic Burnout. سامانه مدیریت نشریات علمی, 1395; 4(1): 1-6. doi: 10.17795/intjsh-39351

Gender Differences in Students’ Mathematics Self-Concept and Academic Burnout

International Journal of School Health
مقاله 7، دوره 4، شماره 1، فروردین 2017، صفحه 1-6    اصل مقاله (96.78 K)
نوع مقاله: Research Article (s)
شناسه دیجیتال (DOI): 10.17795/intjsh-39351
نویسندگان
Farshid Paidar* 1؛ Ahmad Amirhooshangi2؛ Reza Taghavi3
1Master of School Counseling, Department of Educational Sciences, Shahid Rajaie Teacher Training University, Tehran, IR Iran
2Tabriz University, Tabriz, IR Iran
3Payam Noor University, Tehran, IR Iran
چکیده
Background: Mathematics self-concept and academic burnout are one of the most important psychosocial factors in academic achievement.
Objectives: The current study aimed to compare gender differences in mathematics self-concept and academic burnout in the students.
Methods: 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.
Results: 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).
Conclusions: 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.
کلیدواژه‌ها
Mathematics Self؛ Concept؛ Academic Burnout؛ Gender
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