Gender Differences in Confidence during Number-Line Estimation

Autor/inn/en	Rivers, Michelle L.; Fitzsimmons, Charles J.; Fisk, Susan R.; Dunlosky, John; Thompson, Clarissa A.
Titel	Gender Differences in Confidence during Number-Line Estimation
Quelle	In: Metacognition and Learning, 16 (2021) 1, S.157-178 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rivers, Michelle L.) ORCID (Thompson, Clarissa A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-020-09243-7
Schlagwörter	Gender Differences; Spatial Ability; Number Concepts; Computation; Self Concept; Predictor Variables; Mathematics Skills; Mathematics Achievement; Elementary School Students; Adults + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Räumliches Vorstellungsvermögen; Number concept; Zahlbegriff; Selbstkonzept; Prädiktor; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability
Abstract	Prior research has found gender differences in spatial tasks in which men perform better, and are more confident, than women. Do gender differences also occur in people's confidence as they perform number-line estimation, a common spatial-numeric task predictive of math achievement? To investigate this question, we analyzed outcomes from six studies (N = 758 girls/women and boys/men with over 20,000 observations; grades 1-5 and adults) that involved a similar method: Participants estimated where a provided number (e.g., ¾, 37) was located on a bounded number line (e.g., 0-1; 0-100), then judged their confidence in that estimate. Boys/men were more precise (g = 0.52) and more confident (g = 0.30) in their estimates than were girls/women. Linear mixed model analyses of the trial-level data revealed that girls'/women's estimates had about 31% more error than did boys'/men's estimates, and even when controlling for precision, girls/women were about 7% less confident in their estimates than were boys/men. These outcomes should encourage researchers to consider gender differences for studies on math cognition and provide pathways for future research to address potential mechanisms underlying the present gender gaps. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01