Does my daughter like math? Relations between parent and child math attitudes and beliefs.
gender differences
math anxiety
math attitudes
math beliefs
math-gender stereotypes
parent-child
Journal
Developmental science
ISSN: 1467-7687
Titre abrégé: Dev Sci
Pays: England
ID NLM: 9814574
Informations de publication
Date de publication:
01 2023
01 2023
Historique:
revised:
31
10
2021
received:
14
01
2021
accepted:
10
12
2021
pubmed:
12
2
2022
medline:
15
12
2022
entrez:
11
2
2022
Statut:
ppublish
Résumé
As early as age six, girls report higher math anxiety than boys, and children of both genders begin to endorse the stereotype that males are better at math than females. However, very few studies have examined the emergence of math attitudes in childhood, or the role parents may play in their transmission. The present study is the first to investigate the concordance of multiple implicit and explicit math attitudes and beliefs between 6- and 10-year-old children and their parents. Data from implicit association tasks (IATs) reveal that both parents and their children have implicit associations between math and difficulty, but only parents significantly associated math with males. Notably, males (fathers and sons) were more likely than females (mothers and daughters) to identify as someone who likes math (instead of reading), suggesting gender differences in academic preferences emerge early and remain consistent throughout adulthood. Critically, we provide the first evidence that both mothers' and fathers' attitudes about math relate to a range of math attitudes and beliefs held by their children, particularly their daughters. Results suggest that girls may be especially sensitive to parental math attitudes and beliefs. Together, data indicate that children entering formal school already show some negative math attitudes and beliefs and that parents' math attitudes may have a disproportionate impact on young girls.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
e13243Informations de copyright
© 2022 John Wiley & Sons Ltd.
Références
Arens, A. K., Marsh, H. W., Craven, R. G., Yeung, A. S., Randhawa, E., & Hasselhorn, M. (2016). Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender. Early Childhood Research Quarterly, 36, 391-403. https://doi.org/10.1016/j.ecresq.2015.12.024
Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14(2), 243-248. https://doi.org/10.3758/BF03194059
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328. https://doi.org/10.1007/s10649-010-9260-7
Bhanot, R., & Jovanovic, J. (2005). Do parents’ academic gender stereotypes influence whether they intrude on their children’s homework? Sex Roles, 52(9-10), 597-607. https://doi.org/10.1007/s11199-005-3728-4
Bian, L., Leslie, S.-J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children's interests. Science, 355(6323), 389-391. https://doi.org/10.1126/science.aah6524
Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: Do mothers' beliefs matter 12 years later? Journal of Educational Psychology, 96(1), 97-109. https://doi.org/10.1037/0022-0663.96.1.97
Casad, B. J., Hale, P., & Wachs, F. L. (2015). Parent-child math anxiety and math-gender stereotypes predict adolescents’ math education outcomes. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01597
Chen, H.-Y., Chen, M.-F., Lee, Y.-S., Chen, H.-P., & Keith, T. Z. (2013). Gender reality regarding mathematic outcomes of students aged 9 to 15 years in Taiwan. Learning and Individual Differences, 26, 55-63. https://doi.org/10.1016/j.lindif.2013.04.009
Cheryan, S., Siy, J. O., Vichayapai, M., Drury, B. J., Kim, S. (2011). Do female and male role models who embody STEM stereotypes hinder women’s anticipated success in STEM? Social Psychological and Personality Science, 2(6), 656-664. https://doi.org/10.1177/1948550611405218
Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math-gender stereotypes in elementary school children. Child Development, 82(3), 766-779. https://doi.org/10.1111/j.1467-8624.2010.01529.x
Dasgupta, N., & Stout, J. G. (2014). Girls and women in science, technology, engineering, and mathematics. Policy Insights from the Behavioral and Brain Sciences, 1(1), 21-29. https://doi.org/10.1177/2372732214549471
Dehaene, S., Dupoux, E., & Mehler, J. (1990). Is numerical comparison digital? Analogical and symbolic effects in two-digit number comparison. Journal of Experimental Psychology: Human Perception and Performance, 16(3), 626. https://doi.org/10.1037/0096-1523.16.3.626
De Smedt, B., Verschaffel, L., & Ghesquière, P. (2009). The predictive value of numerical magnitude comparison for individual differences in mathematics achievement. Journal of Experimental Child Psychology, 103(4), 469-479. https://doi.org/10.1016/j.jecp.2009.01.010
Dienes, Z., & Mclatchie, N. (2018). Four reasons to prefer Bayesian analyses over significance testing. Psychonomic Bulletin & Review, 25(1), 207-218. https://doi.org/10.3758/s13423-017-1266-z
Eccles, J. S., & Jacobs, J. E. (1986). Social forces shape math attitudes and performance. Signs: Journal of Women in Culture and Society, 11(2), 367-380. https://doi.org/10.1086/494229
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64(3), 830-847. https://doi.org/10.1111/j.1467-8624.1993.tb02946.x
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103-127. https://doi.org/10.1037/a0018053
Endendijk, J. J., Groeneveld, M. G., van Berkel, S. R., Hallers-Haalboom, E. T., Mesman, J., Bakermans-Kranenburg, M. J. (2013). Gender stereotypes in the family context: Mothers, fathers, and siblings. Sex Roles, 68(9-10), 577-590. https://doi.org/10.1007/s11199-013-0265-4
Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191. https://doi.org/10.3758/BF03193146
Fennema, E., Peterson, P. L., Carpenter, T. P., & Lubinski, C. A. (1990). Teachers' attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics, 21(1), 55-69. https://doi.org/10.1007/bf00311015
Fennema, E., & Sherman, J. A. (1976). Brief reports: Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326. https://doi.org/10.5951/jresematheduc.7.5.0324
Flore, P. C., & Wicherts, J. M. (2015). Does stereotype threat influence performance of girls in stereotyped domains? A meta-analysis. Journal of School Psychology, 53(1), 25-44. https://doi.org/10.1016/j.jsp.2014.10.002
Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link. Current Directions in Psychological Science, 26(1), 52-58. https://doi.org/10.1177/0963721416672463
Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38(4), 519. https://doi.org/10.1037/0012-1649.38.4.519
Greenwald, A. G., Nosek, B. A., & Banaji, M. R. (2003). Understanding and using the implicit association test: I. An improved scoring algorithm. Journal of Personality and Social Psychology, 85(2), 197. https://doi.org/10.1037/0022-3514.85.2.197
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3-4), 153-166. https://doi.org/10.1007/s11199-011-9996-2
Hamilton, D. L., & Trolier, T. K. (1986). Stereotypes and stereotyping: An overview of the cognitive approach. In J. F. Dovidio & S. L. Gaertner (Eds.), Prejudice, discrimination, and racism (pp. 127-163). Academic Press.
Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 1969-1982. https://doi.org/10.2307/1129772
Henderlong, C. J., & Lepper, M. R. (2007). The effects of person versus performance praise on children’s motivation: Gender and age as moderating factors. Educational Psychology, 27(4), 487-508. https://doi.org/10.1080/01443410601159852
Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45-53. https://doi.org/10.1016/j.lindif.2016.02.006
Holloway, I. D., & Ansari, D. (2009). Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement. Journal of Experimental Child Psychology, 103(1), 17-29. https://doi.org/10.1016/j.jecp.2008.04.001
Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The abbreviated math anxiety scale (AMAS). Assessment, 10(2), 178-182. https://doi.org/10.1177/1073191103010002008
Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107(2), 139-155. https://doi.org/10.1037/0033-2909.107.2.139
Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107(2), 139-155. https://doi.org/10.1037/0033-2909.107.2.139
Hyde, J. S., Fennema, E., Ryan, M., Frost, L. A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly, 14(3), 299-324. https://doi.org/10.1111/j.1471-6402.1990.tb00022.x
Jameson, M. M. (2013). The development and validation of the children’s anxiety in math scale. Journal of Psychoeducational Assessment, 31(4), 391-395. https://doi.org/10.1177/0734282912470131
JASP Team. (2021). JASP (Version 0.16)[Computer software.]. https://jasp-stats.org/
Kruschke, J. K., & Liddell, T. M. (2018). The Bayesian new statistics: Hypothesis testing, estimation, meta-analysis, and power analysis from a Bayesian perspective. Psychonomic Bulletin & Review, 25(1), 178-206. https://doi.org/10.3758/s13423-016-1221-4
Kurtz-Costes, B., Copping, K. E., Rowley, S. J., & Kinlaw, C. R. (2014). Gender and age differences in awareness and endorsement of gender stereotypes about academic abilities. European Journal of Psychology of Education, 29(4), 603-618. https://doi.org/10.1007/s10212-014-0216-7
Lane, K. A., Goh, J. X., & Driver-Linn, E. (2012). Implicit science stereotypes mediate the relationship between gender and academic participation. Sex Roles, 66(3-4), 220-234. https://doi.org/10.1007/s11199-011-0036-z
Lauer, J. E., Esposito, A. G., & Bauer, P. J. (2018). Domain-specific anxiety relates to children's math and spatial performance. Developmental Psychology, 54(11), 2126-2138. https://doi.org/10.1037/dev0000605
Leedy, M. G., LaLonde, D., & Runk, K. (2003). Gender equity in mathematics: Beliefs of students, parents, and teachers. School Science and Mathematics, 103(6), 285-292. https://doi.org/10.1111/j.1949-8594.2003.tb18151.x
Leslie, S.-J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262-265. https://doi.org/10.1126/science.1261375
Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404-406. https://doi.org/10.1016/j.tics.2012.06.008
Maloney, E. A., Ansari, D., & Fugelsang, J. A. (2011). Rapid communication: The effect of mathematics anxiety on the processing of numerical magnitude. Quarterly Journal of Experimental Psychology, 64(1), 10-16. https://doi.org/10.1080/17470218.2010.533278
Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children's math achievement and anxiety. Psychological Science, 26(9), 1480-1488. https://doi.org/10.1177/0956797615592630
Martinot, D., & Désert, M. (2007). Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: When boys do not surpass girls. Social Psychology of Education, 10(4), 455-471. https://doi.org/10.1007/s11218-007-9028-9
Mascret, N., & Cury, F. (2015). “I’m not scientifically gifted, I’m a girl”: implicit measures of gender-science stereotypes - preliminary evidence. Educational Studies, 41(4), 462-465. https://doi.org/10.1080/03055698.2015.1043979
Moakler Jr, M. W., & Kim, M. M. (2014). College major choice in STEM: Revisiting confidence and demographic factors. The Career Development Quarterly, 62(2), 128-142. https://doi.org/10.1007/BF00289840
Niederle, M., & Vesterlund, L. (2011). Gender and competition. Annual Review of Economics, 3(1), 601-630. https://doi.org/10.1146/annurev-economics-111809-125122
Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Math = male, me = female, therefore math ≠ me. Journal of Personality and Social Psychology, 83(1), 44-59. https://doi.org/10.1037/0022-3514.83.1.44
Nosek, B. A., & Smyth, F. L. (2011). Implicit social cognitions predict sex differences in math engagement and achievement. American Educational Research Journal, 48(5), 1125-1156. https://doi.org/10.3102/0002831211410683
Nosek, B. A., Smyth, F. L., Hansen, J. J., Devos, T., Lindner, N. M., Ranganath, K. A., Smith, C. T., Olson, K. R., Chugh, D., Greenwald, A. G., & Banaji, M. R. (2007). Pervasiveness and correlates of implicit attitudes and stereotypes. European Review of Social Psychology, 18(1), 36-88. https://doi.org/10.1080/10463280701489053
Nowicki, E. A., & Lopata, J. (2017). Children’s implicit and explicit gender stereotypes about mathematics and reading ability. Social Psychology of Education, 20(2), 329-345. https://doi.org/10.1007/s11218-015-9313-y
O'Dea, R. E., Lagisz, M., Jennions, M. D., & Nakagawa, S. (2018). Gender differences in individual variation in academic grades fail to fit expected patterns for STEM. Nature Communications, 9(1), 3777. https://doi.org/10.1038/s41467-018-06292-0
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203. https://doi.org/10.1037/0022-0663.86.2.193
Paulhus, D. L. (1991). Measurement and control of response bias. In Measures of personality and social psychological attitudes (pp. 17-59). Academic Press. https://doi.org/10.1016/B978-0-12-590241-0.50006-X
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187-202. https://doi.org/10.1080/15248372.2012.664593
Rancer, A. S., Durbin, J. M., & Lin, Y. (2013). Teaching communication research methods: Student perceptions of topic difficulty, topic understanding, and their relationship with math anxiety. Communication Research Reports, 30(3), 242-251. https://doi.org/10.1080/08824096.2013.806259
Schmader, T., Johns, M., & Barquissau, M. (2004). The costs of accepting gender differences: The role of stereotype endorsement in women's experience in the math domain. Sex Roles, 50(11/12), 835-850. https://doi.org/10.1023/b:sers.0000029101.74557.a0
Shapiro, J. R., & Williams, A. M. (2012). The role of stereotype threats in undermining girls’ and women’s performance and interest in STEM fields. Sex Roles, 66(3-4), 175-183. https://doi.org/10.1007/s11199-011-0051-0
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70. https://doi.org/10.1037/0012-1649.42.1.70
Smeding, A. (2012). Women in science, technology, engineering, and mathematics (STEM): An investigation of their implicit gender stereotypes and stereotypes’ connectedness to math performance. Sex Roles, 67(11-12), 617-629. https://doi.org/10.1007/s11199-012-0209-4
Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35(1), 4-28. https://doi.org/10.1006/jesp.1998.1373
Steffens, M. C., Jelenec, P., & Noack, P. (2010). On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. Journal of Educational Psychology, 102(4), 947-963. https://doi.org/10.1037/a0019920
Sullivan, G. M., & Feinn, R. (2012). Using effect size-or why the p value is not enough. Journal of Graduate Medical Education, 4(3), 279-282. https://doi.org/10.4300/JGME-D-12-00156.1
Tenenbaum, H. R. (2009). ‘You'd be good at that’: Gender patterns in parent-child talk about courses. Social Development, 18(2), 447-463. https://doi.org/10.1111/j.1467-9507.2008.00487.x
Tiedemann, J. (2000). Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92(1), 144-151. https://doi.org/10.1037/0022-0663.92.1.144
Tucker-Drob, E. M., & Harden, K. P. (2017). A behavioral genetic perspective on non-cognitive factors and academic achievement. In E. L. Grigorenko, M. Tan, S. R. Latham, & S. Bouregy (Eds.), Genetics, ethics and education (pp. 134-158). Cambridge University Press.
Wagenmakers, E.-J., Love, J., Marsman, M., Jamil, T., Ly, A., Verhagen, J., Selker, R., Gronau, Q. F., Dropmann, D., Boutin, B., Meerhoff, F., Knight, P., Raj, A., van Kesteren, E.-J., van Doorn, J., Šmíra, M., Epskamp, S., Etz, A., Matzke, D., …, & Morey, R. D. (2018). Bayesian inference for psychology. Part II: Example applications with JASP. Psychonomic Bulletin & Review, 25(1), 58-76. https://doi.org/10.3758/s13423-017-1323-7
Wagenmakers, E.-J., Wetzels, R., Borsboom, D., & van der Maas, H. L. J. (2011). Why psychologists must change the way they analyze their data: The case of psi: Comment on Bem (2011). Journal of Personality and Social Psychology, 100(3), 426-432. https://doi.org/10.1037/a0022790
Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., Mazzocco, M. M. M., Plomin, R., & Petrill, S. A. (2015). Is math anxiety always bad for math learning? The role of math motivation. Psychological Science, 26(12), 1863-1876. https://doi.org/10.1177/0956797615602471
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
Yee, D. K., & Eccles, J. S. (1988). Parent perceptions and attributions for children's math achievement. Sex Roles, 19(5-6), 317-333. https://doi.org/10.1007/bf00289840