Gender stereotypes about math anxiety: Ability and emotional components

  1. Justicia-Galiano, M. José 1
  2. Martín-Puga, M. Eva 1
  3. Linares, Rocío 1
  4. Pelegrina, Santiago 1
  1. 1 Department of Psychology, University of Jaén, Spain
Revista:
Learning and Individual Differences

ISSN: 1041-6080

Año de publicación: 2023

Volumen: 105

Páginas: 102316

Tipo: Artículo

DOI: 10.1016/J.LINDIF.2023.102316 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Learning and Individual Differences

Objetivos de desarrollo sostenible

Proyectos relacionados

Ansiedad matemática, memoria de trabajo y rendimiento matemático: antecedentes y mecanismos mediadores

2021/00486/001

Resumen

Gender stereotypes are believed to play a role in the heightened math anxiety (MA) reported by female students. We investigated, first, whether adolescents hold the stereotyped beliefs that girls experience more MA than boys (emotional facet), and that boys perform better in math (ability facet); second, whether gender differences in MA are due to self-report bias; and, third, whether gender differences in MA are related to gender-stereotyped beliefs, in terms of both ability and emotional facets. A total of 257 secondary school students completed math-related and gender stereotype measures. The results revealed that female students were perceived as being more prone to MA than male students, but no self-report bias was observed. Regarding the math ability facet, students endorsed either egalitarian or female-favoring views. Finally, gender differences in MA, as well as other math-related performance measures, were related to gender stereotypes about math ability, but not about emotion.

€ Ver financiación

Información de financiación

Financiadores

Referencias bibliográficas

  • Ahmed, (2018), Journal of Adolescence, 67, pp. 158, 10.1016/j.adolescence.2018.06.010
  • Alfieri, (1996), Developmental Psychology, 32, pp. 1129, 10.1037/0012-1649.32.6.1129
  • Ambady, (2001), Psychological Science, 12, pp. 385, 10.1111/1467-9280.00371
  • Ashcraft, (2002), Current Directions in Psychological Science, 11, pp. 181, 10.1111/1467-8721.00196
  • Ashcraft, (2005), pp. 315
  • Bäckström, (2009), Journal of Research in Personality, 43, pp. 335, 10.1016/j.jrp.2008.12.013
  • Bander, (1981), Journal of Research in Personality, 15, pp. 312, 10.1016/0092-6566(81)90029-5
  • Barroso, (2021), Psychological Bulletin, 147, pp. 134, 10.1037/bul0000307
  • Beilock, (2015), Policy Insights From the Behavioral and Brain Sciences, 2, pp. 4, 10.1177/2372732215601438
  • Beilock, (2007), Journal of Experimental Psychology: General, 136, pp. 256, 10.1037/0096-3445.136.2.256
  • Bem, (1981), Psychological Review, 88, pp. 354, 10.1037/0033-295X.88.4.354
  • Bieg, (2015), Frontiers in Psychology, 6, 10.3389/fpsyg.2015.01404
  • Birnbaum, (1984), Sex Roles, 10, pp. 505, 10.1007/BF00287259
  • Birnbaum, (1980), Sex Roles, 6, 10.1007/BF00287363
  • Bonnot, (2007), Journal of Experimental Social Psychology, 43, pp. 857, 10.1016/j.jesp.2006.10.006
  • Brechet, (2013), Sex Roles, 68, pp. 378, 10.1007/s11199-012-0242-3
  • Brody, (2010), pp. 429
  • Brody, (2016), pp. 369
  • Casad, (2015), Frontiers in Psychology, 6, 10.3389/fpsyg.2015.01597
  • Caviola, (2017), Learning and Individual Differences, 55, pp. 174, 10.1016/j.lindif.2017.03.006
  • Chapman, (2007), Personality and Individual Differences, 43, pp. 1594, 10.1016/j.paid.2007.04.028
  • Costa, (2001), Journal of Personality and Social Psychology, 81, pp. 322, 10.1037/0022-3514.81.2.322
  • Cvencek, (2015), Learning and Instruction, 39, pp. 1, 10.1016/j.learninstruc.2015.04.002
  • Cvencek, (2011), Child Development, 82, pp. 766, 10.1111/j.1467-8624.2010.01529.x
  • Devine, (2012), Behavioral and Brain Functions, 8, pp. 33, 10.1186/1744-9081-8-33
  • Dowker, (2016), Frontiers in Psychology, 7, 10.3389/fpsyg.2016.00508
  • Eagly, (2020), American Psychologist, 75, pp. 301, 10.1037/amp0000494
  • Eccles, (2009), Educational Psychologist, 44, pp. 78, 10.1080/00461520902832368
  • Eccles, (1994), Psychology of Women Quarterly, 18, pp. 585, 10.1111/j.1471-6402.1994.tb01049.x
  • Ellemers, (2018), Annual Review of Psychology, 69, pp. 275, 10.1146/annurev-psych-122216-011719
  • Else-Quest, (2010), Psychological Bulletin, 136, pp. 103, 10.1037/a0018053
  • Feingold, (1994), Psychological Bulletin, 116, pp. 429, 10.1037/0033-2909.116.3.429
  • Flessati, (1991), Anxiety Research, 3, pp. 303, 10.1080/08917779108248759
  • Frenzel, (2007), European Journal of Psychology of Education, 22, pp. 497, 10.1007/BF03173468
  • Galdi, (2014), Child Development, 85, pp. 250, 10.1111/cdev.12128
  • Halim, (2010), pp. 495
  • Hembree, (1990), Journal for Research in Mathematics Education, 21, pp. 33, 10.2307/749455
  • Hentschel, (2019), Frontiers in Psychology, 10, pp. 11, 10.3389/fpsyg.2019.00011
  • Hill, (2016), Learning and Individual Differences, 48, pp. 45, 10.1016/j.lindif.2016.02.006
  • Hill, (1966), Monographs of the Society for Research in Child Development, 31, pp. 1, 10.2307/1165770
  • Hofmann, (2005), Personality and Social Psychology Bulletin, 31, pp. 1369, 10.1177/0146167205275613
  • Hopko, (2003), Assessment, 10, pp. 178, 10.1177/1073191103010002008
  • Hunsley, (1988), Anxiety Research, 1, pp. 215, 10.1080/08917778808248720
  • Jussim, (2018), Archives of Scientific Psychology, 6, pp. 214, 10.1037/arc0000055
  • Jussim, (2021), pp. 244
  • Koenig, (2018), Frontiers in Psychology, 9, pp. 1086, 10.3389/fpsyg.2018.01086
  • Kurtz-Costes, (2014), European Journal of Psychology of Education, 29, pp. 603, 10.1007/s10212-014-0216-7
  • Kurtz-Costes, (2008), Merrill-Palmer Quarterly, 54, pp. 386, 10.1353/mpq.0.0001
  • Lau, (2022), Proceedings of the National Academy of Sciences, 119, 10.1073/pnas.2115855119
  • Leaper, (2015), pp. 806
  • Levy, (2021), Journal of Experimental Child Psychology, 210, 10.1016/j.jecp.2021.105214
  • Löckenhoff, (2014), Journal of Cross-Cultural Psychology, 45, pp. 675, 10.1177/0022022113520075
  • López-Zafra, (2021), International Journal of Social Psychology, 36, pp. 330, 10.1080/02134748.2021.1882227
  • Lowe, (2014), Journal of Psychoeducational Assessment, 32, pp. 404, 10.1177/0734282913520595
  • Maloney, (2012), Trends in Cognitive Sciences, 16, pp. 404, 10.1016/j.tics.2012.06.008
  • Marsh, (1992)
  • Martinot, (2012), Sex Roles, 66, pp. 210, 10.1007/s11199-011-0032-3
  • Martín-Puga, (2022), Assessment, 29, pp. 425, 10.1177/1073191120980064
  • Master, (2021), Child Development Perspectives, 15, pp. 203, 10.1111/cdep.12424
  • McLean, (2009), Clinical Psychology Review, 29, pp. 496, 10.1016/j.cpr.2009.05.003
  • McLean, (2010), Journal of Anxiety Disorders, 24, pp. 494, 10.1016/j.janxdis.2010.03.006
  • Meece, (1982), Psychological Bulletin, 91, pp. 324, 10.1037/0033-2909.91.2.324
  • Morrissey, (2019), Journal of Adolescence, 74, pp. 173, 10.1016/j.adolescence.2019.06.003
  • Nasir, (2017), Urban Education, 52, pp. 491, 10.1177/0042085916672290
  • Nosek, (2002), Journal of Personality and Social Psychology, 83, pp. 44, 10.1037/0022-3514.83.1.44
  • Nosek, (2009), PNAS Proceedings of the National Academy of Sciences of the United States of America, 106, pp. 10593, 10.1073/pnas.0809921106
  • Nowicki, (2017), Social Psychology of Education, 20, pp. 329, 10.1007/s11218-015-9313-y
  • Organization for Economic Cooperation and Development (OECD), (2014)
  • Passolunghi, (2014), Learning and Individual Differences, 34, pp. 70, 10.1016/j.lindif.2014.05.005
  • Paulhus, (2007), pp. 224
  • Plant, (2000), Psychology of Women Quarterly, 24, pp. 81, 10.1111/j.1471-6402.2000.tb01024.x
  • Plante, (2009), Educational Psychology, 29, pp. 385, 10.1080/01443410902971500
  • Primi, (2014), Learning and Individual Differences, 34, pp. 51, 10.1016/j.lindif.2014.05.012
  • Ramirez, (2018), Educational Psychologist, 53, pp. 145, 10.1080/00461520.2018.1447384
  • Reynolds, (1998), Journal of Personality Assessment, 70, pp. 212, 10.1207/s15327752jpa7002_2
  • Rossi, (2022), Annals of the New York Academic of Sciences, 1513, pp. 121, 10.1111/nyas.14779
  • Schmader, (2003), Journal of Personality and Social Psychology, 85, pp. 440, 10.1037/0022-3514.85.3.440
  • Schmader, (2004), Sex Roles, 50, pp. 835, 10.1023/B:SERS.0000029101.74557.a0
  • Seisdedos, (1990)
  • Sokolowski, (2019), Cognition, 182, pp. 193, 10.1016/j.cognition.2018.10.005
  • Spencer, (1999), Journal of Experimental Social Psychology, 35, pp. 4, 10.1006/jesp.1998.1373
  • Spielberger, (1983)
  • Starr, (2021), Social Psychology of Education, 24, pp. 273, 10.1007/s11218-021-09611-4
  • Steele, (1997), American Psychologist, 52, pp. 613, 10.1037/0003-066X.52.6.613
  • Steffens, (2010), Journal of Educational Psychology, 102, pp. 947, 10.1037/a0019920
  • Sticca, (2017), PLoS One, 12, 10.1371/journal.pone.0187367
  • Stoet, (2016), PLoS One, 11, 10.1371/journal.pone.0153857
  • Suárez-Pellicioni, (2016), Cognitive, Affective, & Behavioral Neuroscience, 16, pp. 3, 10.3758/s13415-015-0370-7
  • Tomasetto, (2019), pp. 178
  • Vos, (2023), Learning and Individual Differences, 102, 10.1016/j.lindif.2022.102255
  • Voyer, (2014), Psychological Bulletin, 140, pp. 1174, 10.1037/a0036620
  • Vuletich, (2020), PLoS One, 15, 10.1371/journal.pone.0238230
  • Walton, (2003), Journal of Experimental Social Psychology, 39, pp. 456, 10.1016/S0022-1031(03)00019-2
  • Wigfield, (2000), Contemporary Educational Psychology, 25, pp. 68, 10.1006/ceps.1999.1015
  • Wolff, (2021), Frontiers in Psychology, 12, 10.3389/fpsyg.2021.599199
  • Zeidner, (1998)