Geometry Students’ Role-Specific Self-Concept: Success, Teacher, and Sex Differences

Abstract

Role-specific self-concept was assessed in 357 geometry students in Utah and North Carolina and analyzed in a causal-comparative study of the influences of success (geometry letter grade from previous semester), teacher, and sex of student. Research literature suggests that variations in self-concept might be expected as a result of, or from interaction with, these independent variables. Self- concept was assessed as a rank order correlation coefficient of two 0-sorts (ideal mathematics student, actual self) of 24 student descriptor items. Success and teacher were found to be statistically significant influences; sex was not. No interactions were found to be significant. The three independent variables accounted for 19.5% of the observed variance in self-concept scores. The results confirm previous findings about the role of success in learning, have implications for teacher recruitment and performance, and raise questions about sex differences in mathematics education.