The relation between mathematical achievement and gender differences in spatial abilities: A suppression effect.
The relation between mathematical achievement and gender differences in spatial abilities: A suppression effect.
复制标题
数学成就与空间能力性别差异之间的关系：抑制效应。
DOI：
10.1037//0022-0663.88.3.563
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发表时间：
1996
影响因子：
4.9
通讯作者：
D. Voyer
中科院分区：
文献类型：
--
作者：
D. Voyer
本研究通过三个实验探讨了数学成绩对空间成绩性别差异的抑制作用。在这种情况下，一个抑制变量应该产生的空间能力的性别差异的幅度增加时，它是从性别和空间测试成绩偏出。在3个实验中，本科生完成了心理旋转测试（MRT; S.G. Vandenberg & A. R. Kuse，1978），并指出了多少数学课程，他们在高中（实验1）或他们的平均成绩在高中数学（实验2和3）。在实验3中，水位任务（M。Robert & P. Morin，1993）。在所有3个实验中，支持的概念，数学成绩作为一个抑制变量。结果进行了讨论，他们的影响，在性别之间的关系，数学课程的表现，和空间性能的研究。
Three experiments were conducted to determine whether mathematical achievement acted as a suppressor variable on gender differences in spatial performance. In this context, a suppressor variable should produce an increase in the magnitude of gender differences in spatial abilities when it is partialed out from gender and the spatial test score. In 3 experiments, undergraduate students completed the Mental Rotations Test (MRT; S.G. Vandenberg & A. R. Kuse, 1978) and indicated how many mathematics courses they took in high school (Experiment 1) or their mean grade in high-school mathematics (Experiments 2 and 3). In Experiment 3, the Water Level Task (M. Robert & P. Morin, 1993) was administered in addition to the MRT. In all 3 experiments, support was found for the notion that mathematical achievement acted as a suppressor variable. Results are discussed with regard to their implications in the study of the relations among gender, performance in mathematics courses, and spatial performance.