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Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

ABSTRACT: Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

SUBMITTER: Casad BJ

PROVIDER: S-EPMC4630312 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

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Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

Casad Bettina J BJ Hale Patricia P Wachs Faye L FL

Frontiers in psychology 20151103

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math deval ...[more]

PMID: 26579000

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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.

Dataset Information

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

Publications

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

Similar Datasets

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