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

Lara Alcock, Nina Attridge, Steven Kenny, Matthew Inglis

Research output: Contribution to journalArticle

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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.
LanguageEnglish
Pages1-17
Number of pages17
JournalResearch in Mathematics Education
Volume16
Issue number1
Early online date28 Jan 2014
DOIs
StatusPublished - Jan 2014

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Predictors
personality
mathematics
gender
Gender Differences
Individual Differences
student
Mathematics Education
Equity
Converse
Isolation
Lens
social isolation
gender-specific factors
equity
Personality
Gender
Predict
participation
education

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Achievement and behaviour in undergraduate mathematics : Personality is a better predictor than gender. / Alcock, Lara; Attridge, Nina; Kenny, Steven; Inglis, Matthew.

In: Research in Mathematics Education, Vol. 16, No. 1, 01.2014, p. 1-17.

Research output: Contribution to journalArticle

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