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Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety.

ABSTRACT: Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, mathematics-related gender stereotype endorsement (mathematics is a male domain) was investigated as an additional predictor of the trait-state discrepancy. The sample included 755 German 9th and 10th graders who completed self-report measures of trait math anxiety, math self-concept, and gender stereotype endorsement, in addition to state measures of anxiety after math classes by use of a standardized diary for 2-3 weeks (N within = 6207). As expected, females reported higher trait math anxiety but no gender differences were found for state math anxiety. Also in line with our assumptions, multilevel analyses showed the discrepancy between trait and state anxiety to be negatively related to students' self-concept (i.e., a lower discrepancy for students with higher self-concepts). Furthermore, gender stereotype endorsement differentially predicted the trait-state discrepancy: When controlling for self-concept in mathematics, females who endorsed the gender stereotype of math being a male domain more strongly overestimated their trait math anxiety as compared to their state anxiety whereas this effect was not significant for males. The present findings suggest that gender stereotype endorsement plays an important role in explaining gender differences in math anxiety above and beyond academic self-concept. Implications for future research and educational practice are discussed.

SUBMITTER: Bieg M

PROVIDER: S-EPMC4585180 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

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Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety.

Bieg Madeleine M Goetz Thomas T Wolter Ilka I Hall Nathan C NC

Frontiers in psychology 20150917

Mathematics is associated with anxiety for many students; an emotion linked to lower well-being and poorer learning outcomes. While findings typically show females to report higher trait math anxiety than males, no gender differences have to date been found in state (i.e., momentary) math anxiety. The present diary study aimed to replicate previous findings in investigating whether levels of academic self-concept was related to this discrepancy in trait vs. state anxiety measures. Additionally, ...[more]

PMID: 26441778

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Project description:Television programs are a central part of children's everyday lives. These programs often transmit stereotypes about gender roles such as "math is for boys and not for girls." So far, however, it is unclear whether stereotypes that are embedded in television programs affect girls' and boys' performance, motivational dispositions, or attitudes. On the basis of research on expectancy-value theory and stereotype threat, we conducted a randomized study with a total of 335 fifth-grade students to address this question. As the experimental material, we used a television program that had originally been produced for a national TV channel. The program was designed to show children that math could be interesting and fun. In the experimental condition, the program included a gender stereotyped segment in which two girls who were frustrated with math copied their math homework from a male classmate. In the control condition, participants watched an equally long, neutral summary of the first part of the video. We investigated effects on boys' and girls' stereotype endorsement, math performance, and different motivational constructs to gain insights into differential effects. On the basis of prior research, we expected negative effects of watching the stereotypes on girls' performance, motivational dispositions, and attitudes. Effects on the same outcomes for boys as well as children's stereotype endorsement were explored as open questions. We pre-registered our research predictions and analyses before conducting the experiment. Our results provide partial support for short-term effects of gender stereotypes embedded in television programs: Watching the stereotypes embedded in the video increased boys' and girls' stereotype endorsement. Boys reported a higher sense of belonging but lower utility value after watching the video with the stereotypes. Boys' other outcome variables were not affected, and there were also no effects on girl's performance, motivational dispositions, or attitudes. Results offer initial insights into how even short segments involving gender stereotypes in television shows can influence girls' and boys' stereotype endorsement and how such stereotypes may constitute one factor that contributes to gender differences in the STEM fields.

Project description:OBJECTIVE:Anxiety disorders are common, can result in lifelong suffering, and frequently begin before adolescence. Evidence from adults suggests that altered prefrontal-limbic connectivity is a pathophysiological feature of anxiety disorders. More specifically, in adults with anxiety disorders, decreased fractional anisotropy (FA), a measure of white matter integrity, has been observed in the uncinate fasciculus, the major tract that connects limbic and prefrontal regions. Because of the early onset of anxiety disorders and the increased incidence in anxiety disorders in females during their reproductive years, it is important to understand whether the reduction in uncinate fasciculus FA exists in children with anxiety disorders and the extent to which this alteration is sex related. To address these issues, the authors assessed FA in the uncinate fasciculus in unmedicated boys and girls with anxiety disorders. METHODS:FA measures were derived from diffusion tensor images that were acquired from 98 unmedicated children (ages 8-12); 52 met criteria for generalized anxiety disorder, separation anxiety disorder, social anxiety disorder, or anxiety disorder not otherwise specified, and 46 were matched control subjects. RESULTS:Tract-based results demonstrated that children with anxiety disorders have significant reductions in uncinate fasciculus FA. A significant sex-by-group interaction and post hoc testing revealed that this effect was evident only in boys. No other main effects or sex-by-group interactions were found for other white matter tracts. CONCLUSIONS:These findings provide evidence of uncinate fasciculus white matter alterations in boys with anxiety disorders. The data demonstrate that anxiety disorder-related alterations in prefrontal-limbic structural connectivity are present early in life, are not related to psychotropic medication exposure, and are sex specific. Building on these findings, future research has the potential to provide insights into the genesis and sexual dimorphism of the pathophysiology that leads to anxiety disorders, as well as to identify sex-specific early-life treatment targets.

Dataset Information

Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety.

Publications

Gender stereotype endorsement differentially predicts girls' and boys' trait-state discrepancy in math anxiety.

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