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Achievement and behaviour in undergraduate mathematics:Personality is a better predictor than gender


Reference:

Alcock, L., Attridge, N., Kenny, S. and Inglis, M., 2014. Achievement and behaviour in undergraduate mathematics:Personality is a better predictor than gender. Research in Mathematics Education, 16 (1), pp. 1-17.

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    Official URL:

    http://dx.doi.org/10.1080/14794802.2013.874094

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    Abstract

    We investigated two factors that predict students' achievement and behaviour in undergraduate mathematics: gender and personality. We found that gender predicted students' achievement and behaviour when considered in isolation, but ceased to be predictive when personality profiles were taken into account. Furthermore, personality accounted for significantly more variance in undergraduates' achievement and behaviour than did gender, but the converse was not the case. We therefore argue that personality provides the more productive lens through which to understand the behaviour of undergraduate mathematics students. We relate this finding to recent research emphasising gender differences in mathematics education, and suggest that researchers wishing to promote equity in participation at and beyond the undergraduate level should consider shifting their focus to individual differences in personality.

    Details

    Item Type Articles
    CreatorsAlcock, L., Attridge, N., Kenny, S. and Inglis, M.
    DOI10.1080/14794802.2013.874094
    Related URLs
    URLURL Type
    http://www.scopus.com/inward/record.url?scp=84893867425&partnerID=8YFLogxKUNSPECIFIED
    DepartmentsFaculty of Humanities & Social Sciences > Health
    Research CentresCentre for Pain Research
    Publisher StatementAlcock_et_al_2014_1_.pdf: This is an Author's Accepted Manuscript of an article published in Alcock, L., Attridge, N., Kenny, S., & Inglis, M. (2014). Achievement and behaviour in undergraduate mathematics: Personality is a better predictor than gender. Research in Mathematics Education, 16(1), 1-17. 10.1080/14794802.2013.874094 copyright Taylor & Francis, available online at: http://dx.doi.org/10.1080/14794802.2013.874094
    RefereedYes
    StatusPublished
    ID Code38468

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