Date of Award
5-3-2001
Document Type
Thesis
Degree Name
Specialist in Education (Ed.S.)
Department
Psychology
First Advisor
Dr. Lisa Kelly-Vance
Second Advisor
Dr. Martha Bruckner
Third Advisor
Dr, Vrugette Ryalls
Abstract
Research shows girls' and boys' mathematics self-concept and achievement are comparable in elementary school; however as adolescence emerges, girls' scores fall below boys' (AAUW, 1992; Marsh, Parker & Barnes, 1985). In general self-concept in mathematics has been found to be highly correlated with mathematics achievement (Marsh et al., 1986, Shavelson & Bolus, 1982; Skaalvik & Rankin, 1990).
Recommended Citation
Piraccini, Gina M., "The Single-Sex Classroom and Math Self-Concept in Girls" (2001). Student Work. 2654.
https://digitalcommons.unomaha.edu/studentwork/2654
Comments
A Ed.S. Field Project Presented to the Department of Psychology and the Faculty of the Graduate College University of Nebraska in Partial Fulfillment of the Requirements for the Degree Education Specialist in School Psychology