Females' negative affective valence to math-related words

Cohen, Lital Daches; Yavin, Lilach Layzer; Rubinsten, Orly

doi:10.1016/j.actpsy.2021.103313

Cited by 10 publications

(11 citation statements)

References 74 publications

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“…One such metric is pupil size ( Bradley et al 2008 ; Silk et al 2009 ). Building on previous work suggesting math-related information is linked to negative affective valence ( Daches Cohen et al 2021 ), we examined pupil size change in exposure to different types of textual stimuli, specifically, math-related words, words with negative valence, and neutral words. In this part, we discuss the expression (differences in pupil dilation) of responses to math-related words compared to the other two (neutral, negative words), as well as the underlying possible sources (emotional effort, workload effort).…”

Section: Discussionmentioning

confidence: 99%

“…The experimental task included three types of word stimuli: 40 math-related words, 40 words with neutral valence, and 40 words with negative valence, all selected from a numerical-affective word database ( Daches Cohen et al 2021 ). Each word in the database was evaluated by a random sample of 290 adults (186 females); the sample evaluated the emotional valence of each word on a 5-point Likert scale.…”

Section: Methodsmentioning

confidence: 99%

“…Each word in the database was evaluated by a random sample of 290 adults (186 females); the sample evaluated the emotional valence of each word on a 5-point Likert scale. Math-related words specifically were measured on a 3-point scale for their relation to the field of mathematics ( Daches Cohen et al 2021 ). Daches Cohen et al ( 2021 ) reported an insignificant difference in word-type frequency (math-related words, words with negative valance, and words with neutral valence).…”

Section: Methodsmentioning

confidence: 99%

“…Math-related words specifically were measured on a 3-point scale for their relation to the field of mathematics ( Daches Cohen et al 2021 ). Daches Cohen et al ( 2021 ) reported an insignificant difference in word-type frequency (math-related words, words with negative valance, and words with neutral valence).…”

Section: Methodsmentioning

confidence: 99%

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Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator

2022

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Background: Emotional perception of math-related information can affect an individual’s attitude and professional choices, especially in the area of science, technology, engineering, and math (STEM) professions. Method: The study compared the processing of math-related words, words with negative emotional valence, and words with neutral valence, using the physiological measure of pupil dilation on a random sample of 30 adults. Pupil responses were examined during a lexical decision task (LDT). We sought to show that exposure to math-related stimuli would cause arousal of the sympathetic system leading to an increase in pupil dilation, similar to that caused by exposure to negative stimuli. Results: pupillary responses were sensitive to words with emotional valence; exposure to math-related words led to increased pupil dilation compared to neutral words; exposure to words with negative valence led to increased pupil dilation compared to neutral words; exposure to math-related words and words with negative valence led to similar pupil dilation. The study concludes math-related textual stimuli lead to increased pupil dilation, similar to negative affective valence textual stimuli. Conclusion: These findings create new possibilities for studying the cognitive and emotional effort required to process math-related information using pupillary response, with implications for researchers, educators, and leaders in the field.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Mathematical and Negative Information Are Similarly Processed: Pupil Dilation as an Indicator

2022

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“…As to the non-cognitive factors, several studies showed differences in the way males and females experience mathematics. Attitudes and emotions towards mathematics are more negative in females than males (Muzzatti and Agnoli, 2007;Else-Quest et al, 2010;Pipere and Mieriņa, 2017;Rodriguez et al, 2020;Cohen et al, 2021). For instance, females develop lower levels of academic self-concept (i.e., one's own evaluation of the one-self; Goetz et al, 2008;Mejía-Rodríguez et al, 2021), self-efficacy (i.e., the belief that personal action and effort can lead to success in mathematics; Louis and Mistele, 2012), and math motivation (i.e., the personal investment and success in solving math problems, Milovanović et al, 2020), and they are more affected by math-related gender stereotypes (Spencer et al, 1999;Appel et al, 2011).…”

Section: Gender Gap In Numeracy Competence and Math Anxietymentioning

confidence: 99%

Numeracy Gender Gap in STEM Higher Education: The Role of Neuroticism and Math Anxiety

2022

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The under-representation of women in Science, Technology, Engineering, and Mathematics (STEM) is ubiquitous and understanding the roots of this phenomenon is mandatory to guarantee social equality and economic growth. In the present study, we investigated the contribution of non-cognitive factors that usually show higher levels in females, such as math anxiety (MA) and neuroticism personality trait, to numeracy competence, a core component in STEM studies. A sample of STEM undergraduate students, balanced for gender (NF = NM = 70) and Intelligent Quotient (IQ), completed online self-report questionnaires and a numeracy cognitive assessment test. Results show that females scored lower in the numeracy test, and higher in the non-cognitive measures. Moreover, compared to males’, females’ numeracy scores were more strongly influenced by MA and neuroticism. We also tested whether MA association to numeracy is mediated by neuroticism, and whether this mediation is characterized by gender differences. While we failed to detect a significant mediation of neuroticism in the association between MA and numeracy overall, when gender was added as a moderator in this association, neuroticism turned out to be significant for females only. Our findings revealed that non-cognitive factors differently supported numeracy in females and males in STEM programs.

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