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Gender-Math Stereotypes and Mathematical Performance: The Role of Attitude toward Mathematics and Math Self-Concept

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  • Author(s): Xie, Fang; Yang, Yan; Xiao, Cong
  • Language:
    English
  • Source:
    European Journal of Psychology of Education. Jun 2023 38(2):695-708.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Sex Stereotypes; Females; Womens Education; Mathematics Achievement; Student Attitudes; Self Concept; Gender Differences; College Students; Predictor Variables; Foreign Countries
    • Subject Terms:
      China
    • Accession Number:
      10.1007/s10212-022-00631-y
    • ISSN:
      0256-2928
      1878-5174
    • Abstract:
      Gender-math stereotypes are thought to be a threat for women's mathematical performance, however, the mechanism of gender stereotype affecting mathematics achievement is not clear. The current study aimed to explore the different role of attitude towards mathematics and math self-concept in the relationship between gender-math stereotypes and mathematical performance for men and women. A total of 297 Chinese college students participated in our survey. Results showed that math self-concept played a suppressing effect on the relationship between gender-math stereotypes and women's mathematical performance, while attitude had no mediating role in the relationship between gender stereotypes and mathematical performance. However, gender-math stereotypes could not directly predict men's mathematical performance, nor could it predict through math self-concept or attitude towards mathematics.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1375184