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

2012 ◽  
Vol 8 (1) ◽  
pp. 33 ◽  
Author(s):  
Amy Devine ◽  
Kayleigh Fawcett ◽  
Dénes Szűcs ◽  
Ann Dowker
Keyword(s):  
Gender Differences ◽  
Test Anxiety ◽  
Mathematics Anxiety ◽  
Mathematics Performance

Experiential and Affective Correlates of Math Anxiety in Adult Women

1980 ◽  
Vol 5 (2) ◽  
pp. 219-230 ◽  
Author(s):  
Darwin D. Hendel
Keyword(s):  
Test Anxiety ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Mathematics Performance ◽  
Adult Women ◽  
High School Mathematics ◽  
Mathematics Ability ◽  
Arithmetic Performance ◽  
Mathematics Preparation ◽  
Highly Correlated

Mathematics anxiety has been discussed as one of the factors contributing to poor mathematics performance, especially among women. Although many programs have been developed for its treatment, little research has been conducted concerning its correlates. The present study examines correlates of mathematics anxiety among the 69 female participants in a program designed to help individuals overcome their fears and become more competent in mathematics. Results indicate the following: (a) that mathematics anxiety in program participants is highly correlated with other academically relevant anxiety scales, (b) that test anxiety and self-estimated mathematics ability are the most important variables in the prediction of mathematics anxiety, and (c) that mathematics anxiety and high school mathematics preparation are the most important variables in the prediction of arithmetic performance.

scholarly journals PISA 2012 mathematics literacy in Serbia: A multilevel analysis of students and schools

Psihologija ◽  
2018 ◽  
Vol 51 (4) ◽  
pp. 413-432 ◽  
Author(s):  
Ljiljana Lazarevic ◽  
Ana Orlic
Keyword(s):  
Mathematics Anxiety ◽  
Teaching Quality ◽  
Mathematics Performance ◽  
Math Performance ◽  
School Level ◽  
Direct Effects ◽  
Pisa 2012 ◽  
Mathematics Literacy ◽  
Multi Level ◽  
The Relationship

In PISA 2012 cycle, the focus was on the mathematics literacy. Data collected in PISA survey in Serbia on 4684 respondents show that students on average have significantly lower performance compared to average OECD performance. The aim of the study was to explore student (variables at the first level) and school level predictors (variables at the second level) of the PISA mathematics literacy using multi-level modelling. The most important finding is that student and school level variables are explaining variability in PISA mathematics performance almost equally. Results show that on the student level, significant predictors are gender, noncognitive characteristics (mathematics anxiety, mathematics self-efficacy, mathematics self-concept, openness for problem-solving), student perceived teaching quality and studying habits. Results also indicate that several school-level variables have direct effects on the PISA math performance and that several school-level variables moderate the relationship between student characteristics and PISA performance.

Sex and Race Differences in Mathematics Aptitude

1986 ◽  
Vol 29 (1) ◽  
pp. 77-100 ◽  
Author(s):  
Elsie G. J. Moore ◽  
A. Wade Smith
Keyword(s):  
High School ◽  
Gender Differences ◽  
Sex Differences ◽  
Black Students ◽  
Racial Differences ◽  
Mathematics Performance ◽  
Race Differences ◽  
Mathematics Competence ◽  
Course Work ◽  
Mathematics Aptitude

The differential course-work hypothesis posits that intergroup differences in mathematics aptitude result from differences between groups in both the extent and type of in-school exposure to mathematics and to related quantitatively oriented courses. Differential course-work effects on gender differences in mathematics aptitude are ambiguous, and research on racial differences is limited. This article examines the extent of the reduction in sex and race differences in mathematics competence when accounting for course-work in high school. The findings indicate that the previously more-researched sex differences in mathematics competence may or may not be significantly reduced when course work is controlled, depending on which component of mathematics competence is measured. However, racial differences in all components of mathematics competence are significantly reduced when racial differences in exposure to relevant high school course work are taken into account. These findings imply that simply increasing the exposure of females to math-related high school courses may not be sufficient to reduce sex differences in all aspects of mathematics aptitude. However, standardizing the math (and related) curricula of blacks to that of whites could potentially improve all aspects of black students' mathematics performance.

Gender Differences in Mathematics Performance

1991 ◽  
Vol 54 (2) ◽  
pp. 113 ◽  
Author(s):  
Richard B. Felson ◽  
Lisa Trudeau
Keyword(s):  
Gender Differences ◽  
Mathematics Performance

Can Meta-Analysis Make Feminist Transformations In Psychology?

1994 ◽  
Vol 18 (4) ◽  
pp. 451-462 ◽  
Author(s):  
Janet Shibley Hyde
Keyword(s):  
Gender Differences ◽  
Gender Roles ◽  
Statistical Method ◽  
Spatial Ability ◽  
Meta Analysis ◽  
Verbal Ability ◽  
Helping Behavior ◽  
Mathematics Performance ◽  
Popular Media ◽  
Race Ethnicity

Meta-analysis is a statistical method for literature reviewing. Metaanalyses of gender differences in verbal ability, spatial ability, mathematics performance, helping behavior, and sexuality illustrate the ways in which this technique can illuminate research on gender differences. Meta-analysis can make feminist transformations in psychology by: (a) challenging long-standing beliefs in gender differences, (b) demonstrating the extent to which gendered behavior is context-dependent and the product of gender roles, (c) examining the intersection between gender and race/ethnicity, and (d) providing powerful data to counter assertions of difference and female inferiority that proliferate in the popular media.

The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis

2019 ◽  
Vol 89 (3) ◽  
pp. 459-496 ◽  
Author(s):  
Jessica M. Namkung ◽  
Peng Peng ◽  
Xin Lin
Keyword(s):  
Negative Correlation ◽  
Mathematics Anxiety ◽  
Meta Analysis ◽  
Significant Negative Correlation ◽  
Mathematics Performance ◽  
Mathematical Tasks ◽  
Final Exam ◽  
And Mathematics ◽  
Underlying Mechanisms ◽  
Student Grades

The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

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