Parents' and Children's Mathematics Anxiety

Batchelor, Sophie; Gilmore, Camilla; Inglis, Matthew

doi:10.1016/b978-0-12-802218-4.00012-1

Cited by 9 publications

(5 citation statements)

References 86 publications

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“…The possible reason could be explained by Biaggio and Nielsen (1976), who reveals that women are more likely than men to express their anxiety openly. Besides, Batchelor et al (2017) say that male and female students respond differently; male students may reply based on how they truly feel, whereas female students may respond based on how they believe they should feel.…”

Section: Discussionmentioning

confidence: 99%

Gender differences in mathematics anxiety and learning motivation of students during the COVID-19

Ulfah

Akmalia

Jusra

2023

jel

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The COVID-19 pandemic is causing a change in the field of education, where learning is currently becoming online. It affects the psychology of the students. This study aimed to analyze the mathematics anxiety and learning motivation of secondary students based on gender during the pandemic. This study was quantitative research. The participants in this study were 451 eighth-grade students of State Secondary School in South Jakarta. The instrument used was a questionnaire. It consisted of 45 statements belonging to 22 items on mathematics anxiety and 23 items on student learning motivation. The data analysis applied was descriptive, Mann-Whitney test, and correlation analysis. The results found that students' mathematics anxiety during the COVID-19 pandemic was moderate. Meanwhile, students' learning motivation was in the high category. In addition, there were significant differences in mathematics anxiety levels between male and female students. However, there was no significant difference in the motivation of learning mathematics students. The correlation between mathematics anxiety and learning motivation indicated a negative relationship.

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Section: Discussionmentioning

confidence: 99%

Gender differences in mathematics anxiety and learning motivation of students during the COVID-19

Ulfah

Akmalia

Jusra

2023

jel

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“…Already in very young children, parents talk more with their daughters about emotional states with a focus on negative emotions compared to sons ( Fivush et al, 2000 ). Similarly, there is evidence from research on gender differences in math anxiety, revealing that mothers specifically communicate (math) gender stereotypes to their daughters, which is further associated with enhanced math anxiety and affects academic preferences of the daughters ( Batchelor et al, 2017 ). Interestingly, the influence of maternal stereotypes on children’s fear in our study could be shown only for the implicit measure of stereotypes.…”

Section: Discussionmentioning

confidence: 99%

Girls’ Stuff? Maternal Gender Stereotypes and Their Daughters’ Fear

et al. 2022

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One of the most robust findings in psychopathology is the fact that specific phobias are more prevalent in women than in men. Although there are several theoretical accounts for biological and social contributions to this gender difference, empirical data are surprisingly limited. Interestingly, there is evidence that individuals with stereotypical feminine characteristics are more fearful than those with stereotypical masculine characteristics; this is beyond biological sex. Because gender role stereotypes are reinforced by parental behavior, we aimed to examine the relationship of maternal gender stereotypes and children’s fear. Dyads of 38 mothers and their daughters (between ages 6 and 10) were included. We assessed maternal implicit and explicit gender stereotypes as well as their daughters’ self-reported general fearfulness, specific fear of snakes, and approach behavior toward a living snake. First, mothers’ fear of snakes significantly correlated with their daughters’ fear of snakes. Second, mothers’ gender stereotypes significantly correlated with their daughters’ self-reported fear. Specifically, maternal implicit gender stereotypes were associated with daughters’ fear of snakes and fear ratings in response to the snake. Moreover, in children, self-reported fear correlated with avoidance of the fear-relevant animal. Together, these results provide first evidence for a potential role of parental gender stereotypes in the development and maintenance of fear in their offspring.

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“…On the other hand, the phenomenology of MA and other forms of performance anxiety is remarkably similar to that of social phobia 96 . It has been proposed that MA is susceptible to social influences, such as stereotypes, 30,97,98 parents, 99,100 teachers, 100,101 and even peers 102 …”

Section: Discussionmentioning

confidence: 99%

“…95 On the other hand, the phenomenology of MA and other forms of performance anxiety is remarkably similar to that of social phobia. 96 It has been proposed that MA is susceptible to social influences, such as stereotypes, 30,97,98 parents, 99,100 teachers, 100,101 and even peers. 102 Interestingly, sex dimorphism in the developmental response to stress according to the MAOA-LPR polymorphism has also been suggested.…”

Section: Influence Of Genotype and Sex On Anxiety Toward Mathematicsmentioning

confidence: 99%

MAOA‐LPR polymorphism and math anxiety: A marker of genetic susceptibility to social influences in girls?

Carvalho

Paiva

et al. 2022

Annals of the New York Academy of Sciences

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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

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Parents' and Children's Mathematics Anxiety

Cited by 9 publications

References 86 publications

Gender differences in mathematics anxiety and learning motivation of students during the COVID-19

Gender differences in mathematics anxiety and learning motivation of students during the COVID-19

Girls’ Stuff? Maternal Gender Stereotypes and Their Daughters’ Fear

MAOA‐LPR polymorphism and math anxiety: A marker of genetic susceptibility to social influences in girls?

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