Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

Devine, Amy; Fawcett, Kayleigh; Szűcs, Dénes; Dowker, Ann

doi:10.1186/1744-9081-8-33

Cited by 394 publications

(377 citation statements)

References 76 publications

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“…The results of this study are consistent with those of the authors (Strand, 2003;Devine, Fawcett, Szucs & Dowker, 2012, PISA, 2012 explaining that women show more anxiety toward mathematics than its counterpart.…”

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confidence: 92%

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Factors That Promote Anxiety toward Math on High School Students

Escalera-Chávez

Moreno-García

Garcı́a-Santillán

et al. 2016

EURASIA J MATH SCI T

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Regardless of the social or economic status of a student, it is a fact that math is always present. This discipline is considered as a competitive tool for achieving a more productive life. However, the gap in academic achievement is big. Consequently, in the last decades the research on education has set attention on this point. Therefore, this research aims to prove that there is anxiety toward math on high school students at a private institution Rioverde in San Luis Potosí, México and find if there is a difference in regards to gender. We used Auzmendi sub-scale questionnaire. The results show that there is anxiety toward math on high school students, and that women show more anxiety toward math than men do. Thus, we conclude, for the case under study, that anxiety toward math is a learning issue for high school students, more often for women than for men.

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supporting

confidence: 92%

“…They also demonstrated that there are significant differences between students from different areas of knowledge. Devine et al (2012) showed that high school students experience anxiety toward mathematics and showed that women report more anxiety toward mathematics and lower academic achievement than men.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors That Promote Anxiety toward Math on High School Students

Escalera-Chávez

Moreno-García

Garcı́a-Santillán

et al. 2016

EURASIA J MATH SCI T

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“…In another research with 10th grade students Karimi and Venkatesan (2009) examined the relationship between mathematics anxiety and performance. Researchers stated negative significant correlation between mathematics performance and anxiety parallel to the other research studies in the literature (Devine, Fawcett, Szucs, Dowker, 2012;Hembree, 1990;Ma, 1999). Based on the above literature we could deduce that although several research studies have been carried out regarding mathematics anxiety, little attention was given to younger students (Bonnstetter, 2007).…”

Section: Mathematics Anxietymentioning

confidence: 73%

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

2017

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Título: Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela. Resumen: El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y gé-nero y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento. Palabras clave: Autoeficacia; ansiedad; rendimiento académico; género. Abstract:The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.

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“…MA thus seems to have serious consequences, not only in the short term (on math performance at school), but also in the long term, adversely influencing an individual's choice of career, type of occupation and professional growth in adulthood (Ashcraft & Ridley, 2005;Beasley, Long, & Natali, 2001;Chipman, Krantz, & Silver, 1992;Hembree, 1990;Ho et al, 2000). Concerning gender differences, the findings generally suggest that females suffer from MA more than males (see Else-Quest, Hyde, & Linn, 2010; and see Devine, Fawcett, Szu cs, & Dowker, 2012, for a short review), and that women are consequently less likely to seek opportunities for math problem solving, and they tend to avoid math-related activities (Balo glu & Kocak, 2006;Else-Quest et al, 2010;Jain & Dowson, 2009;McGraw, Lubienski, & Strutchens, 2006;Rubinsten, Bialik, & Solar, 2012).…”

Section: Thinking and Reasoningmentioning

confidence: 99%

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

Primi

Donati

Chiesi

et al. 2017

Thinking & Reasoning

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CognitiveCognitive reflection is recognized as an important skill, which is necessary for making advantageous decisions. Even though gender differences in the Cognitive Reflection test (CRT) appear to be robust across multiple studies, little research has examined the source of the gender gap in performance. In Study 1, we tested the invariance of the scale across genders. In Study 2, we investigated the role of math anxiety, mathematical reasoning, and gender in CRT performance. The results attested the measurement equivalence of the Cognitive Reflection Test -Long (CRT-L), when administered to male and female students. Additionally, the results of the mediation analysis showed an indirect effect of gender on CRT-L performance through mathematical reasoning and math anxiety. The direct effect of gender was no longer statistically significant after accounting for the other variables. The current findings suggest that cognitive reflection is affected by numerical skills and related feelings. ARTICLE HISTORY

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Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

Cited by 394 publications

References 76 publications

Factors That Promote Anxiety toward Math on High School Students

Factors That Promote Anxiety toward Math on High School Students

Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

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