Math–gender stereotypes and math-related beliefs in childhood and early adolescence

Passolunghi, Maria Chiara; Ferreira, Tania Irene Rueda; Tomasetto, Carlo

doi:10.1016/j.lindif.2014.05.005

Cited by 122 publications

(86 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…According to this, students with expectancy perception in mathematics attach more value to mathematics. Similar findings have been reported in former studies (Bong, 2001;Cox & Whaley, 2004;Eccles & Wigfield, 1995;Fan, 2011;Feather, 1988;Pajares & Miller, 1994;Passolunghi, Ferreira & Tomasetto, 2014;Wigfield & Eccles, 1992;Xiang, et al, 2003). For example, Eccles and Wigfield (1995) found a positive association between expectancy-related beliefs and task values among adolescents in mathematics.…”

Section: Discussionsupporting

confidence: 89%

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Yurt

2015

IJEMST

View full text Add to dashboard Cite

One of the most important variables affecting middle school students' mathematics performance is motivation. Motivation is closely related with expectancy belief regarding the task and value attached to the task. Identification of which one or ones of the factors constituting motivation is more closely related to mathematics performance may help more effective mathematics planning process. In this context, the purpose of this study was to investigate the relationships among middle school students' task values concerning the math class, their expectancy perceptions and mathematics performance via a structural equation model. The study was conducted on 200 middle school students receiving their education in Konya provincial center. Fifty point five percent of the students (n=101) were female whereas 49.5 %. (n=99) were male. Twenty-nine percent of the students (n=58) were sixth graders, 35 % (n=70) were seventh graders and 36 % (n=72) were eighth graders. The Self and Task Perception Inventory in mathematics was used to identify the students' task values and expectancy perceptions concerning mathematics, while end-of-the-term math class scores were used to determine their mathematics performances. The data obtained were analyzed using the structural equation modeling. According to the results that were obtained, it was understood that expectancy beliefs, task difficulty and intrinsic interest value were the most effective variables on mathematics performance. Moreover, findings of this study show that students with high expectancy perceptions in mathematics who derived pleasure from dealing with mathematics and had less difficulty in mathematics had higher mathematics achievements. The findings that were obtained were discussed in light of theoretical explanations.

show abstract

Section: Discussionsupporting

confidence: 89%

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Yurt

2015

IJEMST

View full text Add to dashboard Cite

show abstract

“…However, general anxiety is more common among girls than boys (e.g., Simonoff et al ., ), so conclusions of gender differences should be made with caution. Children's stereotypical beliefs and relationship with math anxiety and achievement should be further explored, particularly in relation to culture and society, as stereotypical gender‐based expressions are cross‐culturally inconsistent (Dowker, ; Passolunghi, Rueda Ferreira, & Tomasetto, ).…”

Section: Discussionmentioning

confidence: 97%

Math anxiety and its relationship with basic arithmetic skills among primary school children

Sorvo

Koponen

Viholainen

et al. 2017

Brit J of Edu Psychol

View full text Add to dashboard Cite

Background Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. Aims In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math‐related situations. Sample The participants comprised 1,327 children at grades 2–5. Methods Math anxiety was assessed using six items, and basic arithmetic skills were assessed using three assessment tasks. Results Around one‐third of the participants reported anxiety about being unable to do math, one‐fifth about having to answer teachers’ questions, and one tenth about having to do math. Confirmatory factor analysis indicated that anxiety about math‐related situations and anxiety about failure in mathematics are separable aspects of math anxiety. Structural equation modelling suggested that anxiety about math‐related situations was more strongly associated with arithmetic fluency than anxiety about failure. Anxiety about math‐related situations was most common among second graders and least common among fifth graders. Conclusions As math anxiety, particularly about math‐related situations, was related to arithmetic fluency even as early as the second grade, children's negative feelings and math anxiety should be identified and addressed from the early primary school years.

show abstract

“…Some research indicates that European girls explicitly endorse the stereotype that boys are better at math by fourth grade (Muzzatti & Agnoli, 2007), although Latin American girls seem to attribute less ability in math to girls compared with boys at 6 years of age (del Río & Strasser, 2013). However, other research using different methods suggests that European girls do not explicitly endorse this stereotype until adolescence (Martinot & Désert, 2007;Passolunghi et al, 2014).…”

Section: Conceptual Framework: Sources Of Gender Gaps In Motivationmentioning

confidence: 99%

Programming experience promotes higher STEM motivation among first-grade girls

Master

Cheryan

Moscatelli³

et al. 2017

Journal of Experimental Child Psychology

250

122

View full text Add to dashboard Cite

The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities.

show abstract

Math–gender stereotypes and math-related beliefs in childhood and early adolescence

Cited by 122 publications

References 39 publications

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Understanding Middle School Students’ Motivation in Math Class: The Expectancy-Value Model Perspective

Math anxiety and its relationship with basic arithmetic skills among primary school children

Programming experience promotes higher STEM motivation among first-grade girls

Contact Info

Product

Resources

About