Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety

Abstract

Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain) was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2–3 weeks (Nwithin = 6207). As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students' self-concept (i.e., a lower discrepancy for students with higher self-concepts). Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed.

Norms and validation of the online and paper-and-pencil versions of the Abbreviated Math Anxiety Scale (AMAS) for Polish adolescents and adults

“…The participants were only asked to recall from memory how anxious they will feel if they are or would be confronted with several math-related situations. As thoroughly discussed by Bieg, Goetz, Wolter, and Hall (2015), such trait-like anxiety ratings can differ from those obtained after anxiety-evoking exposure: trait-like ratings are usually overestimates. Therefore, comparing studies in which participants were or were not exposed to math and were assessed for their MA prior or after the exposure cannot be considered equivalent a priori.…”

Emozioak unibertsitateko ikasketa prozesuen ardatz: Lehen Hezkuntzako Graduaren kasua

“…Ikerlan horietariko batzuek desberdintasunik aurkitu ez duten arren (Brígido, Borrachero, Bermejo, eta Mellado, 2013), beste batzuek desberdintasun esanguratsuak aurkitu dituzte emakume eta gizonezkoen artean (Beilock, Gunderson, Ramírez, eta Levine, 2010;Bieg, Goetz, Wolter, eta Hall, 2015). Hasteko, ondorioztatu izan da emakumezkoek ikasketekiko antsietate gehiago bizi izaten dutela (Beilock et al, 2010;Bieg et al, 2015). Gainera, antsietatea bizi izan duten emakumeek errendimendu baxuagoa ere izaten dute, antsietatea ez dutenekin alderatuz (Bieg et al, 2015).…”

Do Better in Math: How Your Body Posture May Change Stereotype Threat Response

“…• Existing cultural stereotypes (i.e., "Women hate math, so I must hate math as well"; Bieg, Goetz, Wolter, & Hall, 2015).…”