Gender Comparisons of Mathematics Attitudes and Affect: A Meta-Analysis

Abstract

This article reports the complex results of meta‐analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to gender differences in mathematics performance. When differences exist, the pattern is for females to hold more negative attitudes. Gender differences in self‐confidence and general mathematics attitudes are larger among high school and college students than among younger students. Effect sizes for mathematics anxiety differ depending upon the sample (highly selected or general). One exception to the general pattern is in stereotyping mathematics as a male domain, where males hold much more stereotyped attitudes (d= ‐.90). While affect and attitudes toward mathematics are not the only influences on the development of gender differences in mathematics performance, they are important, and both male and female affect and attitudes should be considered in conjunction with other social and political influences as explanations.

Ansiedad matemática, género y ramas de conocimiento en alumnos universitarios

“…Aunque revisiones como la de Hunt (1985, citado en Ma, 1999 concluyen que existen di�erencias significati� vas entre hombres y mu�eres, presentando estas últimas mayor ansiedad hacia las matemáticas, otras, como la de Hyde, Fennema, Ryan, Frost y Hopp (1990), afirman que no siempre se producen dichas di�erencias pero, cuando lo hacen, sin duda son las mu�eres las per�udicadas. Pe� rina (2002) cuestiona estas afirmaciones al apuntar que aunque las mu�eres, por norma general, en el momento de responder a los instrumentos de medida in�orman de más experiencias de ansiedad matemática que los hom� bres, esto puede ser debido no tanto a que sean más an� siosas, sino a que sean más propensas a admitirlo.…”

Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

“…Hence, it is very likely that trait EI is related to self-confidence in mathematics ability, and this latter construct has also been linked to attitudes and performance in mathematics (e.g. Ker, 2016;Lim & Chapman, 2015;McDonald, 2013;Cho, 2013;Tariq & Durrani, 2012;Hyde, Fennema, Ryan & Frost, 1990;Kloosterman, 1988;Fennema & Sherman, 1976). Given such potential relation one can infer that the feature of trait EI guiding attitudes about mathematics is nothing other than trait EI's impact on a student's development of self-confidence in his or her mathematics ability.…”

Motivation and Ability as Factors in Mathematics Experience and Achievement

“…However, because prior research (e.g., Hyde, Fennema, & Lamon, 1990;Hyde, Fennema, Ryan, Frost, & Hopp, 1990;Jones, 1988) has repeatedly found significant differences between boys and girls with respect to mathematical ability, achievement, and motivation, analyses of gender differences were included.…”