Document Type : Research Article (s)
Authors
1 Master of School Counseling, Department of Educational Sciences, Shahid Rajaie Teacher Training University, Tehran, IR Iran
2 Tabriz University, Tabriz, IR Iran
3 Payam Noor University, Tehran, IR Iran
Abstract
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.
Keywords
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