scholarly journals Development of Math Attitudes and Math Self‐Concepts: Gender Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement

2021 ◽  
Author(s):  
Dario Cvencek ◽  
Ružica Brečić ◽  
Dora Gaćeša ◽  
Andrew N. Meltzoff
Keyword(s):  
Gender Differences ◽  
Math Achievement ◽  
Math Attitudes

Internalizing Problems in Children and Adolescents With Math Disability

2015 ◽  
Vol 223 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Johanna Graefen ◽  
Juliane Kohn ◽  
Anne Wyschkon ◽  
Günter Esser
Keyword(s):  
Gender Differences ◽  
Learning Disabilities ◽  
Children And Adolescents ◽  
Internalizing Problems ◽  
Internalizing Symptoms ◽  
Math Achievement ◽  
Self Report ◽  
Math Disability ◽  
Internalizing Symptomatology ◽  
Internalizing Problem

Research has shown that learning disabilities are associated with internalizing problems in (pre)adolescents. In order to examine this relationship for math disability (MD), math achievement and internalizing problem scores were measured in a representative group of 1,436 (pre)adolescents. MD was defined by a discrepancy between math achievement and IQ. Internalizing problems were measured through a multi-informant (parents, teachers, self-report) approach. The results revealed that MD puts (pre)adolescents at a higher risk for internalizing problems. External and self-ratings differed between boys and girls, indicating that either they show distinct internalizing symptoms or they are being perceived differently by parents and teachers. Results emphasize the importance of both a multi-informant approach and the consideration of gender differences when measuring internalizing symptomatology of children with MD. For an optimal treatment of MD, depressive and anxious symptoms need to be considered.

scholarly journals More Similar than Different: Gender Differences in Basic Numeracy are the Exception not the Rule

2017 ◽  
Author(s):  
Jane Hutchison ◽  
Ian M. Lyons ◽  
Daniel Ansari
Keyword(s):  
Gender Differences ◽  
Hypothesis Testing ◽  
Strong Evidence ◽  
Math Achievement ◽  
Male And Female ◽  
Male Advantage ◽  
Female Performance ◽  
Gender Similarities

This study investigates gender differences in children on the basic numerical skills that are predictive of math achievement. Previous research in this area is inconsistent and has relied upon traditional hypothesis testing, which does not allow for assertive conclusions to be made regarding non-significant findings. This study is the first to compare male and female performance (N =1391; ages 6-13) on many basic numerical tasks using both Bayesian and frequentist analyses. The results provide strong evidence of gender similarities on the majority of basic numerical tasks measured, suggesting that a male advantage in foundational numerical skills is the exception rather than the rule.

Gender and Math Development

2020 ◽  
Author(s):  
Julianne Herts ◽  
Susan C. Levine
Keyword(s):  
Gender Differences ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Stereotype Threat ◽  
Test Performance ◽  
Math Anxiety ◽  
Math Attitudes ◽  
Wide Range ◽  
Math Development ◽  
Math Test

A great deal of research has examined math development in males versus females. Some studies indicate that males do better on standardized tests of mathematics achievement, whereas females get better grades in math class than males. Other studies find no gender differences in math development, or that differences depend on factors such as the type of math problem included on the tests. Further, there is evidence that gender differences in math test performance are not stable over time, with accumulating evidence that these differences are narrowing in more recent cohorts. In addition to evidence concerning sex differences in math grades and test performance, there is evidence that there are sex differences in math attitudes, with females showing higher levels of math anxiety and less confidence in their math ability than males, controlling for their math performance. Additionally, there is evidence that stereotypes exist such that teachers and parents believe that males are better at math than females, even when males and females have comparable levels of math skill. Moreover, when this math stereotype is activated before taking a math test, stereotype threat ensues and female performance is negatively affected. A wide range of factors, including biological differences, sociocultural factors, including stereotypes, and differences in math attitudes and interests, are likely to act in concert to account for male-female differences in mathematics achievement and decisions to enter math-intensive careers.

scholarly journals Investigating spatial skills and math anxiety as mediators in a sequential mediation model: A pilot study

2021 ◽  
Vol 6 (4) ◽  
pp. 388-403
Author(s):  
Lu Wang
Keyword(s):  
Gender Differences ◽  
Pilot Study ◽  
Spatial Ability ◽  
Math Achievement ◽  
Math Anxiety ◽  
Spatial Relationship ◽  
Outcome Variable ◽  
Spatial Skills ◽  
Mediation Model ◽  
Mediation Effects

Prior research showed a gender effect on spatial ability, math anxiety, and math achievement. Lacking, however, is a comprehensive study that testedthe mediation effects of spatial ability and math anxiety between gender and math achievement in a sequential mediation model. To fill this gap, this pilot study tested two mediation relationships, one with spatial ability as a mediator, gender as a predictor, and math anxiety as an outcome variable; the other with math anxiety as a mediator, spatial ability as a predictor, and math achievement as an outcome variable. In addition, the study tested the relative strengths of the relationship between specific spatial skills that included perspective-taking, spatial imagery, and mental rotation and collegiate math achievement that included trigonometry, calculus, and linear algebra) via canonical correlations. Lastly, gender differences in spatial skills, math anxiety, and math achievement were investigated. The results of the independent t-tests showed that none of the well-documented gender differences in spatial ability was found. Canonical correlation analysis showed that a single canonical variable is sufficient in accounting for math-spatial relationship. The sequential mediation model, with spatial ability and math achievement serving as themediators in the model, fitted reasonably well. However, none of the mediation effects was statistically significant. Implications of these findings and future directions of this research are discussed

scholarly journals Gender Differences in the Interest in Mathematics Schoolwork Across 50 Countries

2020 ◽  
Vol 11 ◽  
Author(s):  
Kimmo Eriksson
Keyword(s):  
Gender Differences ◽  
National Culture ◽  
Peer Influence ◽  
Math Achievement ◽  
High Achievement ◽  
Low Achievement ◽  
High Interest ◽  
Complex Process ◽  
Grade 8 ◽  
Achievement Levels

Although much research has found girls to be less interested in mathematics than boys are, there are many countries in which the opposite holds. I hypothesize that variation in gender differences in interest are driven by a complex process in which national culture promoting high math achievement drives down interest in math schoolwork, with the effect being amplified among girls due to their higher conformity to peer influence. Predictions from this theory were tested in a study of data on more than 500,000 grade 8 students in 50 countries from the 2011 and 2015 waves of TIMSS. Consistent with predictions, national achievement levels were strongly negatively correlated with national levels of math schoolwork interest and this variation was larger among girls: girls in low-achievement, high-interest countries had especially high interest in math schoolwork, whereas girls in high-achievement, low-interest countries had especially low interest in math schoolwork. Gender differences in math schoolwork interest were also found to be related to gender differences in math achievement, emphasizing the importance of understanding them better.

Sign in / Sign up

Export Citation Format

Share Document