Relationship between mathematics anxiety and mathematics performance among the highest- and lowest-achieving students: The role of socio-economic and gender differences

Interpreting other people’s intentions during communication represents a remarkable challenge for children. Although many studies have examined children’s understanding of, for example, sarcasm, less is known about their interpretation. Using realistic audiovisual scenes, we invited 124 children between 8 and 12 years old to watch video clips of young adults using different speaker intentions. After watching each video clip, children answered questions about the characters and their beliefs, and the perceived friendliness of the speaker. Children’s responses reveal age and gender differences in the ability to interpret speaker belief and social intentions, especially for scenarios conveying teasing and prosocial lies. We found that the ability to infer speaker belief of prosocial lies and to interpret social intentions increases with age. Our results suggest that children at the age of 8 years already show adult-like abilities to understand literal statements, whereas the ability to infer specific social intentions, such as teasing and prosocial lies, is still developing between the age of 8 and 12 years. Moreover, girls performed better in classifying prosocial lies and sarcasm as insincere than boys. The outcomes expand our understanding of how children observe speaker intentions and suggest further research into the development of teasing and prosocial lie interpretation.

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The role of literacy skills in adolescents' mathematics word problem performance: Controlling for visuo-spatial ability and mathematics anxiety

Learning and Individual Differences ◽

10.1016/j.lindif.2013.10.010 ◽

2014 ◽

Vol 29 ◽

pp. 59-66 ◽

Cited By ~ 20

Author(s):

Minna Kyttälä ◽

Piia M. Björn

Keyword(s):

Spatial Ability ◽

Word Problem ◽

Mathematics Anxiety ◽

Literacy Skills ◽

And Mathematics

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Exploring Gender Differences in Support for Rightist Parties: The Role of Party and Gender Ideology

Politics & Gender ◽

10.1017/s1743923x17000599 ◽

2018 ◽

Vol 14 (01) ◽

pp. 80-105 ◽

Cited By ~ 5

Author(s):

Rosie Campbell ◽

Silvia Erzeel

Keyword(s):

Gender Differences ◽

Western Europe ◽

Gender Ideology ◽

Radical Right ◽

Special Issue ◽

Gender Ideologies ◽

Populist Radical Right ◽

And Gender ◽

The Right

This contribution to the Special Issue on Gender and Conservatism uses expert and election surveys to explore the extent to which the feminist or traditional gender ideology of parties of the right relates to their economic and liberal/authoritarian ideology. We show that although parties of the left generally espouse more feminist ideologies than parties of the right, there are a significant number of rightist parties in Western Europe that combine laissez-faire economic values with liberal feminist ideals. That said, there is more homogeneity among parties of the populist radical right than rightist parties more generally. We find that despite some variation in their gender ideology, parties of the populist radical right overwhelmingly—with the exception of one party in the Netherlands—continue to adopt traditional or antifeminist gender ideologies. In terms of attracting women voters, we find that rightist parties who adopt a feminist gender ideology are able to attract more women voters than other parties of the right. We detect several examples of center-right parties that include feminist elements in their gender ideologies and are able to win over larger proportions of women voters than rightist parties that fail to adopt feminist positions.

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The role of learning analytics in networking for business and leisure: A study of culture and gender differences in social platform users

Computers in Human Behavior ◽

10.1016/j.chb.2018.02.027 ◽

2019 ◽

Vol 92 ◽

pp. 613-624 ◽

Cited By ~ 2

Author(s):

Vladlena Benson ◽

Fragkiskos Filippaios

Keyword(s):

Gender Differences ◽

Learning Analytics ◽

And Gender

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The Role of Deceptive Communication and Gender in Shaping Online Dating Interactions

Advances in Media, Entertainment, and the Arts - Handbook of Research on Deception, Fake News, and Misinformation Online ◽

10.4018/978-1-5225-8535-0.ch024 ◽

2019 ◽

pp. 460-474

Author(s):

Anna Maria Kuzio

Keyword(s):

Gender Differences ◽

General Population ◽

Online Dating ◽

Significant Others ◽

Online Environment ◽

Men And Women ◽

Significant Difference ◽

And Gender ◽

Deceptive Communication

Online dating is becoming an increasingly used method for meeting significant others. As the research of lying behavior has advanced so has the technique of detecting the act of lying, especially in the online environment where deception is more likely to happen. The aim of this chapter is to simplify the perception of lying behavior to the general population and examine gender differences of lying behavior, namely, to verify whether one can observe a statistically significant difference in the speech behavior and exploitation of lying cues among men and women. The study shows correlation between gender and deception in online environment.

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School engagement, self-esteem, and depression of adolescents: The role of sport participation and volunteering activity and gender differences

Children and Youth Services Review ◽

10.1016/j.childyouth.2020.105012 ◽

2020 ◽

Vol 113 ◽

pp. 105012 ◽

Cited By ~ 2

Author(s):

Hyejin Bang ◽

Doyeon Won ◽

Sanghyun Park

Keyword(s):

Gender Differences ◽

School Engagement ◽

Sport Participation ◽

Self Esteem ◽

And Gender

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

Review of Educational Research ◽

10.3102/0034654319843494 ◽

2019 ◽

Vol 89 (3) ◽

pp. 459-496 ◽

Cited By ~ 19

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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