Mathematics–gender stereotype endorsement influences mathematics anxiety, self-concept, and performance differently in men and women

Rossi S., Xenidou-Dervou I., Simsek E., Artemenko C., Daroczy G., Nuerk H., ...Daha Fazla

Annals of the New York Academy of Sciences, cilt.1513, sa.1, ss.121-139, 2022 (SCI-Expanded, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 1513 Sayı: 1
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1111/nyas.14779
  • Dergi Adı: Annals of the New York Academy of Sciences
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Academic Search Premier, Abstracts in Social Gerontology, Aerospace Database, Applied Science & Technology Source, Aquatic Science & Fisheries Abstracts (ASFA), BIOSIS, CAB Abstracts, Child Development & Adolescent Studies, Chimica, Communication Abstracts, EMBASE, MEDLINE, Metadex, Pollution Abstracts, Public Affairs Index, Veterinary Science Database, zbMATH, Civil Engineering Abstracts
  • Sayfa Sayıları: ss.121-139
  • Anahtar Kelimeler: arithmetic performance, gender differences, gender stereotype endorsement, mathematics anxiety, mathematics self-concept, structural equation modeling
  • TED Üniversitesi Adresli: Hayır

Özet

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.