International Journal of School Health

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

Document Type : Research Article (s)

Authors

Farshid Paidar 1
Ahmad Amirhooshangi 2
Reza Taghavi 3

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

https://doi.org/10.17795/intjsh-39351
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

Mathematics Self
Concept
Academic Burnout
Gender
International Journal of School Health
Volume 4, Issue 1
Winter 2017
Pages 1-6

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