Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence

Autor/inn/en	Geary, David C.; Hoard, Mary K.; Nugent, Lara; Chu, Felicia; Scofield, John E.; Ferguson Hibbard, Dana
Titel	Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence
Quelle	In: Journal of Educational Psychology, 111 (2019) 8, S.1447-1461 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000355
Schlagwörter	Gender Differences; Mathematics Anxiety; Student Attitudes; Mathematics Achievement; Grade 6; Grade 7; Early Adolescents; Public Schools; Algebra; Secondary School Students; Attitude Change; Longitudinal Studies; Intelligence Tests; Achievement Tests; Test Anxiety; Adolescent Development; Self Efficacy; Missouri; Wechsler Abbreviated Scale of Intelligence; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Public school; Öffentliche Schule; Sekundarschüler; Attitudinal change; Einstellungsänderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Examination phobia; Testangst; Prüfungsangst; Self-efficacy; Selbstwirksamkeit; WIAT; Eignungsprüfung; Eignungstest
Abstract	Sex differences in the strength of the relations between mathematics anxiety, mathematics attitudes, and mathematics achievement were assessed concurrently in sixth grade (n = 1,091, 545 boys) and longitudinally from sixth to seventh grade (n = 190, 97 boys). Mathematics anxiety was composed of two facets, one associated with evaluations and the other for learning more generally. Girls had higher mathematics anxiety for evaluations than did boys (ds = -0.30 to -0.52), but not for mathematics learning. In sixth grade, the negative correlation between mathematical competence and mathematics anxiety for evaluations was stronger in girls than in boys. Longitudinally, higher mathematical competence in sixth grade was associated with lower mathematics anxiety for evaluations and better mathematics attitudes in seventh grade for girls but not for boys. The key finding is that adolescent girls' mathematics anxiety and their attitudes toward mathematics are more reflective of their actual mathematical competence than they are for boys. One implication is that relative to boys with low mathematics achievement, girls with low achievement are at higher risk of developing mathematics anxiety and poor attitudes toward mathematics. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01