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Age and Gender Differences in Mathematics Learning during School Transition
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Roncevic Zubkovic, Barbara; Pahljina-Reinic, Rosanda; Kolic-Vehovec, Svjetlana – International Journal of School & Educational Psychology, 2023
This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from…
Descriptors: Mathematics Education, Gender Differences, Age Differences, Student Adjustment
The Role of Parents and Peers in Understanding Female Adolescent Sexuality--Testing Perceived Peer Norms as Mediators between Some Parental Variables and Sexuality
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Rajhvajn Bulat, Linda; Ajdukovic, Marina; Ajdukovic, Dea – Sex Education: Sexuality, Society and Learning, 2016
Previous research has confirmed peers and parents as significant agents of socialisation with respect to young people's sexuality. The aim of this cross-sectional cohort study was to examine how parental and peer variables predict young women's sexual behaviour and sexuality-related thoughts and emotions, and whether perceived peer influences…
Descriptors: Sexuality, Females, Adolescents, Peer Influence
Illusion of Linearity in Geometry: Effect in Multiple-Choice Problems
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Vlahovic-Stetic, Vesna; Pavlin-Bernardic, Nina; Rajter, Miroslav – Mathematical Thinking and Learning: An International Journal, 2010
The aim of this study was to examine if there is a difference in the performance on non-linear problems regarding age, gender, and solving situation, and whether the multiple-choice answer format influences students' thinking. A total of 112 students, aged 15-16 and 18-19, were asked to solve problems for which solutions based on proportionality…
Descriptors: Gender Differences, Mathematics Instruction, Geometry, Geometric Concepts
Coping with School Failure and Self-Regulated Learning
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Rijavec, Majda; Brdar, Ingrid – European Journal of Psychology of Education, 2002
The aim of the study was to explore whether students can be classified in groups according to their coping strategies in dealing with school failure and to assess relationships between coping strategies and various components of self regulated learning. The sample consisted of 470 high school students (15 to 18 years old). The students responded…
Descriptors: Coping, Multivariate Analysis, Academic Achievement, Aspiration