Sex Differences and Similarities in Relations between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study

Autor/inn/en	Geary, David C.; Hoard, Mary K.; Nugent, Lara; Ünal, Zehra E.; Greene, Nathaniel R.
Titel	Sex Differences and Similarities in Relations between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study
Quelle	In: Journal of Educational Psychology, 115 (2023) 5, S.767-782 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geary, David C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000793
Schlagwörter	Gender Differences; Mathematics Achievement; Student Attitudes; Mathematics Anxiety; Grade 7; Grade 8; Grade 9; Mathematics Skills; Spatial Ability; Achievement Gains; Self Efficacy; Missouri + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Mathematics ability; Räumliches Vorstellungsvermögen; Achievement gain; Leistungssteigerung; Self-efficacy; Selbstwirksamkeit
Abstract	There are consistent correlations between mathematics achievement, attitudes, and anxiety, but the longitudinal relations among these constructs are not well understood nor are sex differences in these relations. To address this gap, mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from seventh to ninth grade, inclusive, and latent growth curve models (LGCM) were used to assess the relations among these traits and developmental change in them. Spatial abilities (seventh and eighth grades) and trait anxiety (eighth and ninth grades) were also assessed and used to control for sex differences in these traits. Overall, boys had stronger spatial abilities and more positive mathematics attitudes and were less anxious than girls, but there were no sex differences in mathematics achievement. Across grades, mathematics achievement improved, attitudes became less positive, and anxiety increased for both boys and girls. Higher than average cross-grade growth in mathematics achievement mitigated boys' developmental declines in mathematics attitudes and increases in anxiety. Girls with strong spatial abilities had lower mathematics anxiety, but girls overall maintained higher mathematics anxiety and less positive mathematics attitudes relative to boys, even when they showed strong cross-grade gains in mathematics achievement. The study demonstrated that longitudinal gains in mathematics are associated with cross-grade changes in attitudes and anxiety but with several different developmental patterns for boys and girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01