Do Girls Really Experience More Anxiety in Mathematics?
Do Girls Really Experience More Anxiety in Mathematics?
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DOI：
10.1177/0956797613486989
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发表时间：
2013-10-01
影响因子：
8.2
通讯作者：
Hall, Nathan C.
中科院分区：
文献类型：
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作者：
Goetz, Thomas;Bieg, Madeleine;Hall, Nathan C.
两项研究对一组学生（研究1:N = 584；研究2:N = 111）的数学焦虑特质（习惯性）和状态（瞬时）的性别差异进行了检验。对于数学焦虑的特征，两项研究的结果都重复了之前的研究，表明女学生的焦虑程度高于男学生。然而，当学生参加数学测试（研究1）和参加数学课程（研究2）时，使用经验抽样方法评估状态焦虑时，没有观察到性别差异。特质性和状态性数学焦虑的差异部分是由学生对自己数学能力的信念造成的，尽管女性学生的数学平均成绩相同，但她们认为自己的数学能力比男性学生低。讨论了对教育实践和焦虑评估的启示。
Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-sampling methods while students took a math test (Study 1) and attended math classes (Study 2). The discrepant findings for trait versus state math anxiety were partly accounted for by students' beliefs about their competence in mathematics, with female students reporting lower perceived competence than male students despite having the same average grades in math. Implications for educational practices and the assessment of anxiety are discussed.