Boys' Advantage in Solving Algebra Word Problems Is Mediated by Spatial Abilities and Mathematics Anxiety

Autor/inn/en	Geary, David C.; Hoard, Mary K.; Nugent, Lara
Titel	Boys' Advantage in Solving Algebra Word Problems Is Mediated by Spatial Abilities and Mathematics Anxiety
Quelle	In: Developmental Psychology, 59 (2023) 3, S.413-430 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geary, David C.) ORCID (Hoard, Mary K.) ORCID (Nugent, Lara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001450
Schlagwörter	Males; Algebra; Word Problems (Mathematics); Spatial Ability; Mathematics Anxiety; Mathematics Achievement; Intelligence; Short Term Memory; Attention Control; Self Efficacy; Intelligence Tests; Grade 7; Grade 8; Grade 9; Middle School Students; High School Students; Missouri; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Textaufgabe; Räumliches Vorstellungsvermögen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Intelligenz; Klugheit; Kurzzeitgedächtnis; Aufmerksamkeitstest; Self-efficacy; Selbstwirksamkeit; Intelligence test; Intelligenztest; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	Adolescents' (n = 342, 169 boys) general algebra and algebra word problems performance were assessed in 9th grade as were intelligence, academic achievement, working memory, and spatial abilities in prior grades. The adolescents reported on their academic attitudes and anxiety and their teachers reported on their in-class attentive behavior in 7th to 9th grade. There were no sex differences on the general algebra measure or for mathematics achievement, but boys had an advantage on the algebra word problems measure (d = 0.51) and for spatial abilities (ds = 0.29 to 0.58). Boys had higher mathematics self-efficacy (d = 0.24 to 0.33), lower mathematics anxiety (ds = -0.31 to -0.53) and were less attentive in classrooms (ds = -0.28 to -0.37). A series of structural equation models revealed the sex difference for algebra word problems was mediated by spatial abilities and mathematics anxiety, controlling myriad confounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01