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Xie Y, Lan X, Tang L. Gender differences in mathematics anxiety: A meta-analysis of Chinese children. Acta Psychol (Amst) 2024; 248:104373. [PMID: 38917717 DOI: 10.1016/j.actpsy.2024.104373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2024] [Revised: 06/17/2024] [Accepted: 06/19/2024] [Indexed: 06/27/2024] Open
Abstract
Mathematics anxiety (MA) is a widespread phenomenon that affects an individual's learning of mathematics. MA between different genders has been of great interest to researchers. Meta-analysis was used to examine the relationship between MA and gender in Chinese children, along with the influencing factors. After literature search and screening, 83 papers and 91 independent samples met the inclusion criteria. The results of the main effect test of the random effect model revealed a correlation of significant levels between MA and gender, r = -0.131, 95%CI [-0.158, -0.105], Z = -9.508, and p < 0.001. Girls had higher MA than boys. The outcomes of the moderating effect test indicated that the moderating effect of age, economic region and measurement instrument in the relationship between MA and gender was significant. But the moderating effect of period was not significant. Specifically, gender differences in MA were greater at the middle school compared to the elementary school. And the greatest correlation between children's MA and gender was in the western region. The gender difference of MA measured by different instruments varied.
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Affiliation(s)
- Yuntian Xie
- Department of Applied Psychology, Changsha Normal University, Changsha, China.
| | - Xingyang Lan
- Department of Applied Psychology, Changsha Normal University, Changsha, China
| | - Lu Tang
- Department of Applied Psychology, Changsha Normal University, Changsha, China
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Cuder A, Pellizzoni S, Di Marco M, Blason C, Doz E, Giofrè D, Passolunghi MC. The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38977942 DOI: 10.1111/bjep.12707] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 06/28/2024] [Indexed: 07/10/2024]
Abstract
INTRODUCTION In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school. METHODS We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions. RESULTS Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice. CONCLUSION Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.
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Affiliation(s)
- Alessandro Cuder
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | | | - Miriana Di Marco
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Claudia Blason
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - Eleonora Doz
- Department of Life Sciences, University of Trieste, Trieste, Italy
| | - David Giofrè
- Department of Educational Sciences, University of Genoa, Genoa, Italy
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Feng H, Xu Y, Huang B, Li H, Zhang M, Cui S, Guo K, Liu X, Si J. Instability, changes, and internal structure of children's attitudes toward mathematics in primary school: A four-wave investigation. Child Dev 2024; 95:1351-1366. [PMID: 38297823 DOI: 10.1111/cdev.14071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/02/2024]
Abstract
The longitudinal person-oriented study aimed to explore profiles, stability, gender differences, and compositional relations of math attitudes by tracking Chinese third graders (Ntotal = 1013, Mage(T1) = 8.92 ± 0.46, Ngirls = 404) in four waves with 1-year intervals. Five profiles and unstable transitional probabilities were identified among the four waves. The relations between enjoyment to confidence and value shifted from reciprocity to enjoyment dominance, but value negatively predicted later enjoyment and confidence. Additionally, boys' advantages were significant in late elementary school (fifth, sixth grades) and girls benefited from initial positive attitudes. These findings suggest that Chinese students' math attitudes in middle childhood are unstable, shaped by internal and external environmental dynamics, and need to be further explored in cross-cultural research.
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Affiliation(s)
- Hongmin Feng
- School of Psychology, Shandong Normal University, Jinan, China
| | - Yanli Xu
- School of Psychology, Shandong Normal University, Jinan, China
| | - Bijuan Huang
- School of Psychology, Shandong Normal University, Jinan, China
- Shandong Institute of Brain Science and Brain-Inspired Research, Shandong First Medical University & Shandong Academy of Medical Sciences, Jinan, China
| | - Hongxia Li
- School of Psychology, Shandong Normal University, Jinan, China
| | - Mingliang Zhang
- School of Psychology, Shandong Normal University, Jinan, China
- Shandong Academy of Governance, Jinan, China
| | - Shuang Cui
- School of Psychology, Shandong Normal University, Jinan, China
- School of Economics and Management, Fuzhou University, Fuzhou, China
| | - Kaiyue Guo
- School of Psychology, Shandong Normal University, Jinan, China
| | - Xiaoyu Liu
- School of Psychology, Shandong Normal University, Jinan, China
| | - Jiwei Si
- School of Psychology, Shandong Normal University, Jinan, China
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Wang Z, Tang X. Developmental Trajectories in Mathematical Performance Among Chinese Adolescents: The Role of Multi-Dimensional Parental Involvement. J Youth Adolesc 2024; 53:877-894. [PMID: 37917287 DOI: 10.1007/s10964-023-01893-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 10/16/2023] [Indexed: 11/04/2023]
Abstract
There is substantial evidence of the association between multiple parental involvement and mathematical performance, but the long-term features of these links remain unclear, in particular in China. This study investigated the 8-year trajectory of mathematical performance, and its associations with five forms of parental involvement. The sample consisted of 645 adolescents (50.39% girls; Mage = 10.5 years, SD = 0.50). Latent growth curve modeling showed upward linear growth in mathematics performance. Among five forms of parental involvement, parental educational expectation was the most powerful predictor. Gender differences and similarities were also found in the family-education nexus. The parental expectation was positively associated with their initial performance in mathematics across gender. The predicting roles of parent-child discussion about school and parental TV controls on the baseline level of mathematical performance and the association between parental expectation and the slope of mathematical performance were only identified among boys. This study highlighted the varied impacts of parental involvement on schooling at different developmental stages, and provided important implications for optimizing parenting and schooling.
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Affiliation(s)
- Ziyu Wang
- School of Sociology and Population Studies, Renmin University of China, Beijing, China
| | - Xin Tang
- School of Education, Shanghai Jiao Tong University, Shanghai, China.
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Jenifer JB, Jaxon J, Levine SC, Cimpian A. "You need to be super smart to do well in math!" Young children's field-specific ability beliefs. Dev Sci 2024; 27:e13429. [PMID: 37400969 DOI: 10.1111/desc.13429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Revised: 04/11/2023] [Accepted: 06/16/2023] [Indexed: 07/05/2023]
Abstract
Success in science, technology, engineering, and mathematics (STEM) fields is often believed to require intellectual talent ("brilliance"). Given that many cultures associate men more than women with brilliance, this belief poses an obstacle to women's STEM pursuits. Here, we investigated the developmental roots of this phenomenon, focusing specifically on young children's beliefs about math (N = 174 U.S. students in Grades 1-4; 93 girls, 81 boys; 52% White, 17% Asian, 13% Hispanic/Latinx). We found that field-specific ability beliefs (FABs) that associate success in math (vs. reading/writing) with brilliance are already present in early elementary school. We also found that brilliance-oriented FABs about math are negatively associated with elementary school students' (and particularly girls') math motivation-specifically, their math self-efficacy and interest. The early emergence of brilliance-oriented FABs about math and the negative relation between FABs and math motivation underscore the need to understand the sources and long-term effects of these beliefs. RESEARCH HIGHLIGHTS: Field-specific ability beliefs (FABs) are beliefs about the extent to which intellectual talent (or "brilliance") is required for success in a particular field or context. Among adults, brilliance-oriented FABs are an obstacle to diversity in science and technology, but the childhood antecedents of these beliefs are not well understood. The present study (N = 174) found that FABs that associate success in math (vs. reading/writing) with brilliance were already present in Grades 1-4. Brilliance-oriented FABs about math were negatively associated with elementary school students' (and particularly girls') math motivation-specifically, their math self-efficacy and interest.
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Affiliation(s)
| | - Jilana Jaxon
- Department of Psychology, New York University, New York, USA
| | - Susan C Levine
- Department of Psychology, University of Chicago, Chicago, USA
| | - Andrei Cimpian
- Department of Psychology, New York University, New York, USA
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Salvo-Garrido S, Zayas-Castro J, Polanco-Levicán K, Gálvez-Nieto JL. Latent Regression Analysis Considering Student, Teacher, and Parent Variables and Their Relationship with Academic Performance in Primary School Students in Chile. Behav Sci (Basel) 2023; 13:516. [PMID: 37366768 DOI: 10.3390/bs13060516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Revised: 06/09/2023] [Accepted: 06/14/2023] [Indexed: 06/28/2023] Open
Abstract
Academic performance in primary students is fundamental to future school success; however, simultaneous analysis of different key individual, family, and teaching factors must be considered to improve understanding and benefit the development of students' potential. This article presents a latent regression analysis model that examines the relationship between the latent variables (self-efficacy, interest in reading, bullying, parental expectations, and discrimination/exclusion, and teacher violence/aggression) and the academic performance of first-cycle primary students. The model investigates the impact of the latent variables on the standardized endogenous variables of SIMCE Mathematics and Language test scores using a quantitative, non-experimental, correlational, and cross-sectional design. The study involved 70,778 students (53.4% female), with an average age of 9.5 years (SD = 0.6), from Chilean public (33.6%) and subsidized (66.4%) schools. The results indicate that the model accounted for 49.8% and 47.7% of the mean variability in SIMCE Mathematics and Language test scores, respectively. The goodness-of-fit indices demonstrated satisfactory fits for both models. In both tests, student self-efficacy emerged as the most significant factor explaining test score variability, followed by parental expectations. Bullying was identified as a relevant factor in reducing mean performance on both tests. The findings suggest that education decision makers should address these issues to improve student outcomes.
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Affiliation(s)
- Sonia Salvo-Garrido
- Departamento de Matemática y Estadística, Universidad de La Frontera, Temuco 4780000, Chile
| | - José Zayas-Castro
- Department of Industrial and Management Systems Engineering, University of South Florida, Tampa, FL 33612, USA
| | - Karina Polanco-Levicán
- Programa de Doctorado en Ciencias Sociales, Universidad de La Frontera, Temuco 4780000, Chile
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Silver AM, Chen Y, Smith DK, Tamis-LeMonda CS, Cabrera N, Libertus ME. Mothers’ and fathers’ engagement in math activities with their toddler sons and daughters: The moderating role of parental math beliefs. Front Psychol 2023; 14:1124056. [PMID: 36993892 PMCID: PMC10040787 DOI: 10.3389/fpsyg.2023.1124056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 02/14/2023] [Indexed: 03/14/2023] Open
Abstract
Parents’ beliefs about the importance of math predicts their math engagement with their children. However, most work focuses on mothers’ math engagement with preschool- and school-aged children, leaving gaps in knowledge about fathers and the experiences of toddlers. We examined differences in mothers’ and fathers’ (N = 94) engagement in math- and non-math activities with their two-year-old girls and boys. Parents reported their beliefs about the importance of math and literacy for young children and their frequency of home learning activities. Parents of sons did not differ in their engagement in math activities from parents of daughters. Mothers reported engaging more frequently in math activities with their toddlers than fathers did, but the difference reduced when parents endorsed stronger beliefs about the importance of math for children. Even at very early ages, children experience vastly different opportunities to learn math in the home, with math-related experiences being shaped by both parent gender and parents’ beliefs.
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Affiliation(s)
- Alex M. Silver
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
- *Correspondence: Alex M. Silver,
| | - Yu Chen
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - Darcy K. Smith
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Catherine S. Tamis-LeMonda
- Department of Applied Psychology, Steinhardt School of Culture, Education and Human Development, New York University, New York, NY, United States
| | - Natasha Cabrera
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - Melissa E. Libertus
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
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Xie F, Yang Y, Xiao C. Gender-math stereotypes and mathematical performance: the role of attitude toward mathematics and math self-concept. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00631-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Carvalho MRS, Barbosa de Carvalho AH, Paiva GM, Andrade Jorge CDC, Dos Santos FC, Koltermann G, de Salles JF, Moeller K, Maia de Oliveira Wood G, Haase VG. MAOA-LPR polymorphism and math anxiety: A marker of genetic susceptibility to social influences in girls? Ann N Y Acad Sci 2022; 1516:135-150. [PMID: 35765118 DOI: 10.1111/nyas.14814] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Math anxiety (MA) seems to result from an interaction of genetic vulnerability with negative experiences learning mathematics. Although mathematics achievement does not substantially differ between the sexes, MA levels are usually higher in girls. Molecular genetic markers of MA vulnerability have been seldom explored. This article examines the contribution of the monoamine oxidase A gene (MAOA) to MA and to sex differences in MA. Five hundred and sixty-eight third to fifth graders were genotyped for the MAOA-LPR polymorphism (a repetitive element in MAOA promoter that has been associated with MAOA enzymatic activity), and assessed on general cognitive ability, mathematics achievement, and the cognitive and affective dimensions of MA. MAOA-LPR genotypes were classified as high (MAOA-H) or low (MAOA-L) according to their predicted enzymatic activity. Mixed models controlling for effects of school, sex, general cognitive ability, and mathematics achievement were evaluated. The best fitting model included school, math achievement, sex, MAOA-LPR, and the MAOA-LPR by sex interaction. This indicated that under the MAOA-H dominant model, anxiety toward mathematics interacted with the MAOA genotype: girls with an MAOA-L genotype exhibited higher levels of MA, with a small but significant effect. The association between MAOA-L genotype and MA in girls may represent an example of developmental plasticity.
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Affiliation(s)
- Maria Raquel Santos Carvalho
- Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Genética, Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - André Henrique Barbosa de Carvalho
- Programa de Pós-graduação em Genética, Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Giulia Moreira Paiva
- Programa de Pós graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Carolina de Castro Andrade Jorge
- Programa de Pós-graduação em Genética, Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Fernanda Caroline Dos Santos
- Programa de Pós-graduação em Genética, Departamento de Genética, Ecologia e Evolução, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Gabriella Koltermann
- Programa de Pós-graduação em Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Jerusa Fumagalli de Salles
- Programa de Pós-graduação em Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil.,Departamento de Psicologia do Desenvolvimento e da Personalidade, Instituto de Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Korbinian Moeller
- Centre for Mathematical Cognition, Loughborough University, Loughborough, UK.,Leibniz-Institut fuer Wissensmedien, Tuebingen, Germany.,LEAD Graduate School & Research Network, University of Tuebingen, Tuebingen, Germany.,Individual Differences and Adaptive Education Centre, Frankfurt am Main, Germany
| | | | - Vitor Geraldi Haase
- Programa de Pós graduação em Neurociências, Instituto de Ciências Biológicas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Psicologia: Cognição e Comportamento, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
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Barger MM, Wu J, Xiong Y, Oh DD, Cimpian A, Pomerantz EM. Parents' responses to children's math performance in early elementary school: Links with parents' math beliefs and children's math adjustment. Child Dev 2022; 93:e639-e655. [PMID: 35904155 PMCID: PMC9796849 DOI: 10.1111/cdev.13834] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
A new parent-report measure was used to examine parents' person and process responses to children's math performance. Twice over a year from 2017 to 2020, American parents (N = 546; 80% mothers, 20% other caregivers; 62% white, 21% Black, 17% other) reported their responses and math beliefs; their children's (Mage = 7.48 years; 50% girls, 50% boys) math adjustment was also assessed. Factor analyses indicated parents' person and process responses to children's math success and failure represent four distinct, albeit related, responses. Person (vs. process) responses were less common and less likely to accompany views of math ability as malleable and failure as constructive (|r|s = .16-.23). The more parents used person responses, the poorer children's later math adjustment (|β|s = .06-.16).
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Affiliation(s)
- Michael M. Barger
- Department of Educational PsychologyUniversity of GeorgiaAthensGeorgiaUSA
| | - Jiawen Wu
- Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaignIllinoisUSA
| | - Yu Xiong
- Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaignIllinoisUSA
| | - Dajung D. Oh
- Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaignIllinoisUSA
| | - Andrei Cimpian
- Department of PsychologyNew York UniversityNew York CityNew YorkUSA
| | - Eva M. Pomerantz
- Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaignIllinoisUSA
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