An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model

A great deal of research has examined math development in males versus females. Some studies indicate that males do better on standardized tests of mathematics achievement, whereas females get better grades in math class than males. Other studies find no gender differences in math development, or that differences depend on factors such as the type of math problem included on the tests. Further, there is evidence that gender differences in math test performance are not stable over time, with accumulating evidence that these differences are narrowing in more recent cohorts. In addition to evidence concerning sex differences in math grades and test performance, there is evidence that there are sex differences in math attitudes, with females showing higher levels of math anxiety and less confidence in their math ability than males, controlling for their math performance. Additionally, there is evidence that stereotypes exist such that teachers and parents believe that males are better at math than females, even when males and females have comparable levels of math skill. Moreover, when this math stereotype is activated before taking a math test, stereotype threat ensues and female performance is negatively affected. A wide range of factors, including biological differences, sociocultural factors, including stereotypes, and differences in math attitudes and interests, are likely to act in concert to account for male-female differences in mathematics achievement and decisions to enter math-intensive careers.

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Investigating spatial skills and math anxiety as mediators in a sequential mediation model: A pilot study

JRAMathEdu (Journal of Research and Advances in Mathematics Education) ◽

10.23917/jramathedu.v6i4.15157 ◽

2021 ◽

Vol 6 (4) ◽

pp. 388-403

Author(s):

Lu Wang

Keyword(s):

Gender Differences ◽

Pilot Study ◽

Spatial Ability ◽

Math Achievement ◽

Math Anxiety ◽

Spatial Relationship ◽

Outcome Variable ◽

Spatial Skills ◽

Mediation Model ◽

Mediation Effects

Prior research showed a gender effect on spatial ability, math anxiety, and math achievement. Lacking, however, is a comprehensive study that testedthe mediation effects of spatial ability and math anxiety between gender and math achievement in a sequential mediation model. To fill this gap, this pilot study tested two mediation relationships, one with spatial ability as a mediator, gender as a predictor, and math anxiety as an outcome variable; the other with math anxiety as a mediator, spatial ability as a predictor, and math achievement as an outcome variable. In addition, the study tested the relative strengths of the relationship between specific spatial skills that included perspective-taking, spatial imagery, and mental rotation and collegiate math achievement that included trigonometry, calculus, and linear algebra) via canonical correlations. Lastly, gender differences in spatial skills, math anxiety, and math achievement were investigated. The results of the independent t-tests showed that none of the well-documented gender differences in spatial ability was found. Canonical correlation analysis showed that a single canonical variable is sufficient in accounting for math-spatial relationship. The sequential mediation model, with spatial ability and math achievement serving as themediators in the model, fitted reasonably well. However, none of the mediation effects was statistically significant. Implications of these findings and future directions of this research are discussed

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