Abstracts
Abstract
A previous study (Vohl & Loye, 2023) showed that, on average, 15-year-old French-speaking Quebec girls are more anxious about mathematics than French-speaking Quebec boys across the performance continuum. The results also showed that performances in mathematics and mathematics anxiety are two negatively correlated phenomena. This paper aims to identify factors that could explain the differences in mathematics anxiety observed between girls and boys and that may have the potential to reduce the observed differences. The Pekrun’s control-value model for achievement emotions (2006) was used to verify whether differences in self-concept, intrinsic value, and utility value observed between girls and boys completely explain the differences in mathematical anxiety. The results in self-concept explain nearly 70% of the differences in mathematics anxiety observed among francophone students in Quebec.
Keywords:
- mathematics anxiety,
- mathematics self-concept,
- intrinsic value of mathematics,
- utility value of mathematics,
- PISA
Résumé
Dans une étude antérieure (Vohl & Loye, 2023), nous avons montré qu’en moyenne, les filles québécoises francophones de 15 ans se disent davantage anxieuses à l’égard des mathématiques que les garçons et ce, sur l’ensemble du continuum des performances. Nous avons également montré que performances en mathématique et anxiété mathématique sont deux phénomènes négativement corrélés. Dans le présent article, nous souhaitons identifier des facteurs qui pourraient permettre d’expliquer les écarts d’anxiété mathématique observés entre les filles et les garçons. En prenant appui sur le modèle du contrôle et de la valeur de Pekrun (2006), nous vérifions si les écarts de concept de soi, de valeur intrinsèque et de valeur utilitaire observés entre les filles et les garçons expliquent complètement les écarts d’anxiété mathématique. Nos résultats révèlent que les écarts de concept de soi expliquent près de 70 % des écarts d’anxiété mathématique relevés chez les élèves francophones du Québec.
Mots-clés :
- anxiété mathématique,
- concept de soi en mathématiques,
- valeur intrinsèque des mathématiques,
- valeur utilitaire des mathématiques,
- PISA
Resumo
Num estudo anterior (Vohl & Loye, 2024), mostramos que, em média, as raparigas francófonas do Quebec de 15 anos se sentem mais ansiosas em relação à matemática do que os rapazes e em todo o contínuo das performances. Mostramos também que o desempenho em matemática e a ansiedade matemática são dois fenómenos negativamente correlacionados. No presente artigo, pretendemos identificar fatores que possam explicar as diferenças de ansiedade matemática observadas entre raparigas e rapazes. Baseando-nos no modelo de controlo e valor de Pekrun (2006), procuramos verificar se as diferenças de autoconceito, valor intrínseco e valor utilitário observadas entre raparigas e rapazes explicam completamente as diferenças de ansiedade matemática. Os nossos resultados revelam que as diferenças de autoconceito explicam cerca de 70% das diferenças de ansiedade matemática observadas entre os alunos francófonos do Quebec.
Palavras chaves:
- ansiedade matemática,
- autoconceito em matemática,
- valor intrínseco da matemática,
- valor utilitário da matemática,
- PISA
Appendices
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