Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study.
Sex Differences and Similarities in Relations Between Mathematics Achievement, Attitudes, and Anxiety: A Seventh-to-Ninth Grade Longitudinal Study.
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数学成绩、态度和焦虑之间关系的性别差异和相似性：七至九年级的纵向研究。
DOI：
10.1037/edu0000793
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发表时间：
2023
影响因子：
4.9
通讯作者：
Greene,NathanielR
中科院分区：
文献类型：
--
作者：
Geary,DavidC;Hoard,MaryK;Nugent,Lara;Ünal,ZehraE;Greene,NathanielR
数学成绩，态度和焦虑之间存在一致的相关性，但这些结构之间的纵向关系还没有得到很好的理解，也不是这些关系的性别差异。为了解决这一差距，数学成绩，态度和焦虑进行了纵向评估342（169名男孩）青少年从七至九年级，包容性和潜在的增长曲线模型（LGCM）被用来评估这些特质之间的关系和发展变化。空间能力（七年级和八年级）和特质焦虑（八年级和九年级）也进行了评估，并用于控制这些特征的性别差异。总体而言，男生的空间能力更强，数学态度更积极，焦虑程度低于女生，但在数学成绩上没有性别差异。在各个年级，数学成绩提高，态度变得不那么积极，焦虑增加了男孩和女孩。数学成绩的跨年级增长高于平均水平，缓解了男孩数学态度的发展下降和焦虑的增加。具有较强的空间能力的女孩有较低的数学焦虑，但女孩总体上保持较高的数学焦虑和积极的数学态度相对于男孩，即使他们表现出很强的跨年级的数学成绩。研究表明，数学的纵向收益与态度和焦虑的跨年级变化有关，但男孩和女孩的发展模式不同。
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.
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