ABSTRACT

This paper analyses English Millennium Cohort Study data (N = 4463). It examines two respective predictors of children’s maths self-concept at age 11: earlier in-class maths ‘ability’ group and earlier teacher judgements of children’s maths ‘ability/attainment’ (both at age seven). It also investigates differential associations by maths cognitive test score at seven (which proxies maths skill), and by gender. In the sample overall, controlling for numerous potential confounders including maths score, bottom-grouped children and children judged ‘below average’ are much more likely to have later negative maths self-concept. Beneath this aggregate lies variation by gender. All highest ‘ability’-grouped boys have very low chances of negative self-concept, regardless of maths score – but low-scoring girls placed in the highest group have heightened chances of thinking subsequently they are not good at maths. Additionally, the association between negative teacher judgement and negative self-concept is more pervasive for girls.

摘要

本文分析了英国千禧年队列研究数据（N = 4463）。它检查了儿童 11 岁时数学自我概念的两个各自的预测因素：较早的课堂数学“能力”组和较早的教师对儿童数学“能力/成就”的判断（均在 7 岁时）。它还通过数学认知测试分数在 7 分（代表数学技能）和性别来调查差异关联。在整个样本中，控制了许多潜在的混杂因素，包括数学分数、排名垫底的儿童和被判断为“低于平均水平”的儿童更有可能在以后出现负面的数学自我概念。在这个总量之下是性别差异。所有“能力”最高的男孩出现负面自我概念的可能性都非常低，不管数学成绩如何——但排在最高组中的低分女孩后来认为自己数学不好的可能性更高。此外，消极的教师判断和消极的自我概念之间的关联对女孩来说更为普遍。