Mathematics–gender stereotype endorsement influences mathematics anxiety, self‐concept, and performance differently in men and women
Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as mathematics self‐concept (M self‐concept), seem to modulate this association, the underlying mechanism is still unclear. In addition, the false gender stereotype that women are worse than m...
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| Veröffentlicht in: | Annals of the New York Academy of Sciences 2022-07, Vol.1513 (1), p.121-139 |
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| creator | Rossi, Serena Xenidou‐Dervou, Iro Simsek, Emine Artemenko, Christina Daroczy, Gabriella Nuerk, Hans‐Christoph Cipora, Krzysztof |
| description | Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as mathematics self‐concept (M self‐concept), seem to modulate this association, the underlying mechanism is still unclear. In addition, the false gender stereotype that women are worse than men in mathematics can have a detrimental effect on women. The role that the endorsement of this stereotype (mathematics–gender stereotype (MGS) endorsement) can play may differ between men and women. In this study, we investigated how MA and mathematics self‐concept relate to arithmetic performance when considering one's MGS endorsement and gender in a large sample (n = 923) of university students. Using a structural equation modeling approach, we found that MA and mathematics self‐concept mediated the effect of MGS endorsement in both men and women. For women, MGS endorsement increased their MA level, while in men, it had the opposite effect (albeit weak). Specifically, in men, MGS endorsement influenced the level of the numerical components of MA, but, unlike women, it also positively influenced their mathematics self‐concept. Moreover, men and women perceived the questions included in the considered instruments differently, implying that the scores obtained in these questionnaires may not be directly comparable between genders, which has even broader theoretical and methodological implications for MA research.
In this study, we investigated how MA and mathematics self‐concept relate to arithmetic performance when considering one’s mathematics–gender stereotype endorsement and gender in a large sample (n = 923) of university students. We found that MA and mathematics self‐concept mediated the effect of MGS endorsement in both men and women. |
| doi_str_mv | 10.1111/nyas.14779 |
| format | Article |
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In this study, we investigated how MA and mathematics self‐concept relate to arithmetic performance when considering one’s mathematics–gender stereotype endorsement and gender in a large sample (n = 923) of university students. We found that MA and mathematics self‐concept mediated the effect of MGS endorsement in both men and women.</description><identifier>ISSN: 0077-8923</identifier><identifier>EISSN: 1749-6632</identifier><identifier>DOI: 10.1111/nyas.14779</identifier><identifier>PMID: 35429357</identifier><language>eng</language><publisher>United States: Wiley Subscription Services, Inc</publisher><subject>Anxiety ; arithmetic performance ; Gender ; gender differences ; gender stereotype endorsement ; Mathematical analysis ; Mathematics ; Mathematics anxiety ; mathematics self‐concept ; Men ; Multivariate statistical analysis ; Structural equation modeling ; Women</subject><ispartof>Annals of the New York Academy of Sciences, 2022-07, Vol.1513 (1), p.121-139</ispartof><rights>2022 The Authors. published by Wiley Periodicals LLC on behalf of New York Academy of Sciences.</rights><rights>2022 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals LLC on behalf of New York Academy of Sciences.</rights><rights>2022. This article is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3939-95f8527d2eadce15c8db56dc362816bc81edf565e7050feb15480b52bb0994993</citedby><cites>FETCH-LOGICAL-c3939-95f8527d2eadce15c8db56dc362816bc81edf565e7050feb15480b52bb0994993</cites><orcidid>0000-0002-7154-4940 ; 0000-0002-1511-6191 ; 0000-0001-7165-5774 ; 0000-0003-1679-1276 ; 0000-0001-5947-7960 ; 0000-0003-0077-9336</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fnyas.14779$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fnyas.14779$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,45550,45551</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35429357$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Rossi, Serena</creatorcontrib><creatorcontrib>Xenidou‐Dervou, Iro</creatorcontrib><creatorcontrib>Simsek, Emine</creatorcontrib><creatorcontrib>Artemenko, Christina</creatorcontrib><creatorcontrib>Daroczy, Gabriella</creatorcontrib><creatorcontrib>Nuerk, Hans‐Christoph</creatorcontrib><creatorcontrib>Cipora, Krzysztof</creatorcontrib><title>Mathematics–gender stereotype endorsement influences mathematics anxiety, self‐concept, and performance differently in men and women</title><title>Annals of the New York Academy of Sciences</title><addtitle>Ann N Y Acad Sci</addtitle><description>Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as mathematics self‐concept (M self‐concept), seem to modulate this association, the underlying mechanism is still unclear. In addition, the false gender stereotype that women are worse than men in mathematics can have a detrimental effect on women. The role that the endorsement of this stereotype (mathematics–gender stereotype (MGS) endorsement) can play may differ between men and women. In this study, we investigated how MA and mathematics self‐concept relate to arithmetic performance when considering one's MGS endorsement and gender in a large sample (n = 923) of university students. Using a structural equation modeling approach, we found that MA and mathematics self‐concept mediated the effect of MGS endorsement in both men and women. For women, MGS endorsement increased their MA level, while in men, it had the opposite effect (albeit weak). Specifically, in men, MGS endorsement influenced the level of the numerical components of MA, but, unlike women, it also positively influenced their mathematics self‐concept. Moreover, men and women perceived the questions included in the considered instruments differently, implying that the scores obtained in these questionnaires may not be directly comparable between genders, which has even broader theoretical and methodological implications for MA research.
In this study, we investigated how MA and mathematics self‐concept relate to arithmetic performance when considering one’s mathematics–gender stereotype endorsement and gender in a large sample (n = 923) of university students. 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Although some aspects, such as mathematics self‐concept (M self‐concept), seem to modulate this association, the underlying mechanism is still unclear. In addition, the false gender stereotype that women are worse than men in mathematics can have a detrimental effect on women. The role that the endorsement of this stereotype (mathematics–gender stereotype (MGS) endorsement) can play may differ between men and women. In this study, we investigated how MA and mathematics self‐concept relate to arithmetic performance when considering one's MGS endorsement and gender in a large sample (n = 923) of university students. Using a structural equation modeling approach, we found that MA and mathematics self‐concept mediated the effect of MGS endorsement in both men and women. For women, MGS endorsement increased their MA level, while in men, it had the opposite effect (albeit weak). Specifically, in men, MGS endorsement influenced the level of the numerical components of MA, but, unlike women, it also positively influenced their mathematics self‐concept. Moreover, men and women perceived the questions included in the considered instruments differently, implying that the scores obtained in these questionnaires may not be directly comparable between genders, which has even broader theoretical and methodological implications for MA research.
In this study, we investigated how MA and mathematics self‐concept relate to arithmetic performance when considering one’s mathematics–gender stereotype endorsement and gender in a large sample (n = 923) of university students. We found that MA and mathematics self‐concept mediated the effect of MGS endorsement in both men and women.</abstract><cop>United States</cop><pub>Wiley Subscription Services, Inc</pub><pmid>35429357</pmid><doi>10.1111/nyas.14779</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0002-7154-4940</orcidid><orcidid>https://orcid.org/0000-0002-1511-6191</orcidid><orcidid>https://orcid.org/0000-0001-7165-5774</orcidid><orcidid>https://orcid.org/0000-0003-1679-1276</orcidid><orcidid>https://orcid.org/0000-0001-5947-7960</orcidid><orcidid>https://orcid.org/0000-0003-0077-9336</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Anxiety arithmetic performance Gender gender differences gender stereotype endorsement Mathematical analysis Mathematics Mathematics anxiety mathematics self‐concept Men Multivariate statistical analysis Structural equation modeling Women |
| title | Mathematics–gender stereotype endorsement influences mathematics anxiety, self‐concept, and performance differently in men and women |
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