Does my daughter like math? Relations between parent and child math attitudes and beliefs
Does my daughter like math? Relations between parent and child math attitudes and beliefs
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我女儿喜欢数学吗？
DOI：
10.1111/desc.13243
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发表时间：
2021
影响因子：
3.7
通讯作者：
Cordes, Sara
中科院分区：
文献类型：
--
作者：
Hildebrand, Lindsey;Posid, Tasha;Moss‐Racusin, Corinne A;Hymes, Laura;Cordes, Sara
早在六岁时，女孩就比男孩更容易对数学感到焦虑，而且男女儿童开始都认同男性比女性更擅长数学的刻板印象。然而，很少有研究探讨儿童时期数学态度的出现，或者父母在其传播中可能扮演的角色。本研究首次探讨了6岁和10岁儿童及其父母之间多种内隐和外显数学态度和信念的一致性。内隐联想任务（IATs）的数据显示，父母和他们的孩子都有数学和困难之间的内隐关联，但只有父母显着关联数学与男性。值得注意的是，男性（父亲和儿子）比女性（母亲和女儿）更有可能认为自己喜欢数学（而不是阅读），这表明学术偏好的性别差异很早就出现了，并在整个成年期保持一致。重要的是，我们提供了第一个证据表明，母亲和父亲对数学的态度与他们的孩子，特别是他们的女儿所持有的一系列数学态度和信念有关。结果表明，女孩可能是特别敏感的父母的数学态度和信念。总之，数据表明，进入正规学校的儿童已经表现出一些消极的数学态度和信念，父母的数学态度可能对年轻女孩产生不成比例的影响。
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.