Browse
Submit Data
Databases
API
Help

Dataset Information

8 Views

0 Connections

0 Citations

0 Reanalyses

0 Downloads

Omics score: 0

Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents' Fixed Mindsets and Motivation.

ABSTRACT: Gendered occupational and educational choices have often been traced back to gender differences in students' domain-specific ability self-concept and intrinsic motivation. This study explored the role of believing in an "innate" math or language arts ability (i.e., having a fixed mindset) for gender differences in students' ability self-concept and intrinsic motivation in 423 female (49%) and 447 male (51%) tenth graders from Germany (age M?=?16.09 years, SD?=?0.68, range: 14-18 years). In line with math-male stereotypes, believing in "innate" math ability was associated with lower ability self-concept and intrinsic motivation in female but not male students. In language arts, students' mindsets were unrelated to their motivation. The results suggest that a fixed mindset presents an additional burden for female students in math, but not for male or female students in language arts.

SUBMITTER: Heyder A

PROVIDER: S-EPMC7815566 | biostudies-literature | 2021 Jan

REPOSITORIES: biostudies-literature

ACCESS DATA

Json Xml

Publications

Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents' Fixed Mindsets and Motivation.

Heyder Anke A Weidinger Anne F AF Steinmayr Ricarda R

Journal of youth and adolescence 20201110 1

Gendered occupational and educational choices have often been traced back to gender differences in students' domain-specific ability self-concept and intrinsic motivation. This study explored the role of believing in an "innate" math or language arts ability (i.e., having a fixed mindset) for gender differences in students' ability self-concept and intrinsic motivation in 423 female (49%) and 447 male (51%) tenth graders from Germany (age M = 16.09 years, SD = 0.68, range: 14-18 years). In line ...[more]

PMID: 33170399

Similar Datasets

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

Project description: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.

| S-EPMC4630312 | biostudies-literature

Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs.

Project description:In a cross-sectional study of youth ages 8-15, we examined implicit and explicit gender stereotypes regarding math and language abilities. We investigated how implicit and explicit stereotypes differ across age and gender groups and whether they are consistent with cultural stereotypes. Participants (N = 270) completed the Affect Misattribution Procedure (AMP) and a survey of explicit beliefs. Across all ages, boys showed neither math nor language implicit gender biases, whereas girls implicitly favored girls in both domains. These findings are counter to cultural stereotypes, which favor boys in math. On the explicit measure, both boys' and girls' primary tendency was to favor girls in math and language ability, with the exception of elementary school boys, who rated genders equally. We conclude that objective gender differences in academic success guide differences in children's explicit reports and implicit biases.

| S-EPMC7478909 | biostudies-literature

National differences in gender-science stereotypes predict national sex differences in science and math achievement.

Project description:About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grade science and mathematics achievement. Self-reported stereotypes did not provide additional predictive validity of the achievement gap. We suggest that implicit stereotypes and sex differences in science participation and performance are mutually reinforcing, contributing to the persistent gender gap in science engagement.

| S-EPMC2705538 | biostudies-literature

Understanding Gender Differences in Early Adolescents' Sexual Prejudice.

Project description:Drawing on social dominance theory and the contact hypothesis, we developed and tested a two-mediator model for explaining gender differences in early adolescents' attitudes toward gay males and lesbians. Data from more than 400 ninth graders were analyzed. As predicted, gender differences in attitudes toward gay males were partially explained by social dominance orientation (SDO) and knowing a gay male. Gender differences in attitudes toward lesbians were partially mediated by SDO, while knowing a lesbian was not a mediating variable. Beyond their mediating roles, both SDO and knowing a member of the target group each significantly added to the prediction of attitudes toward each target group. Implications for policies to reduce victimization of sexual minorities in schools are discussed.

| S-EPMC2828630 | biostudies-other

The Relation Between Gender Egalitarian Values and Gender Differences in Academic Achievement.

Project description:Gender differences in achievement exhibit variation between domains and between countries. Much prior research has examined whether this variation could be due to variation in gender equality in opportunities, with mixed results. Here we focus instead on the role of a society's values about gender equality, which may have a more pervasive influence. We pooled all available country measures on adolescent boys' and girls' academic achievement between 2000 and 2015 from the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) assessments of math, science, and reading. We then analyzed the relation between gender differences and country levels of gender egalitarian values, controlling for country levels of living standards and indicators of gender equality in opportunities. Gender egalitarian values came out as the most important predictor. Specifically, more gender egalitarian values were associated with improved performance of boys relative to girls in the same countries. This pattern held in reading, where boys globally perform substantially worse than girls, as well as in math and science where gender differences in performance are small and may favor either boys or girls. Our findings suggest a previously underappreciated role of cultural values in moderating gender gaps in academic achievement.

| S-EPMC7044344 | biostudies-literature

A synergistic mindsets intervention protects adolescents from stress.

Project description:Social-evaluative stressors-experiences in which people feel they could be judged negatively-pose a major threat to adolescent mental health1-3 and can cause young people to disengage from stressful pursuits, resulting in missed opportunities to acquire valuable skills. Here we show that replicable benefits for the stress responses of adolescents can be achieved with a short (around 30-min), scalable 'synergistic mindsets' intervention. This intervention, which is a self-administered online training module, synergistically targets both growth mindsets4 (the idea that intelligence can be developed) and stress-can-be-enhancing mindsets5 (the idea that one's physiological stress response can fuel optimal performance). In six double-blind, randomized, controlled experiments that were conducted with secondary and post-secondary students in the United States, the synergistic mindsets intervention improved stress-related cognitions (study 1, n = 2,717; study 2, n = 755), cardiovascular reactivity (study 3, n = 160; study 4, n = 200), daily cortisol levels (study 5, n = 118 students, n = 1,213 observations), psychological well-being (studies 4 and 5), academic success (study 5) and anxiety symptoms during the 2020 COVID-19 lockdowns (study 6, n = 341). Heterogeneity analyses (studies 3, 5 and 6) and a four-cell experiment (study 4) showed that the benefits of the intervention depended on addressing both mindsets-growth and stress-synergistically. Confidence in these conclusions comes from a conservative, Bayesian machine-learning statistical method for detecting heterogeneous effects6. Thus, our research has identified a treatment for adolescent stress that could, in principle, be scaled nationally at low cost.

| S-EPMC9258473 | biostudies-literature

A meta-analysis of the relation between math anxiety and math achievement.

Project description:Meta-analyses from the 1990s previously have established a significant, small-to-moderate, and negative correlation between math achievement and math anxiety. Since these publications, research has continued to investigate this relation with more diverse samples and measures. Thus, the goal of the present meta-analysis was to provide an update of the math anxiety-math achievement relation and its moderators. Analyzing 747 effect sizes accumulated from research conducted between 1992 and 2018, we found a small-to-moderate, negative, and statistically significant correlation (r = -.28) between math anxiety and math achievement. The relation was significant for all moderator subgroups, with the exception of the relation between math anxiety and assessments measuring the approximate number system. Grade level, math ability level, adolescent/adult math anxiety scales, math topic of anxiety scale, and math assessments were significant moderators of this relation. There is also a tendency for published studies to report significantly stronger correlations than unpublished studies, but overall, large, negative effect sizes are underreported. Our results are consistent with previous findings of a significant relation between math anxiety and math achievement. This association starts in childhood, remains significant through adulthood, is smaller for students in Grades 3 through 5 and postsecondary school, is larger for math anxiety than for statistics anxiety and for certain math anxiety scales, and is smaller for math exam grades and samples selected for low math ability. This work supports future research efforts to determine effective math achievement and math anxiety interventions, which may be most helpful to implement during childhood. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

| S-EPMC8300863 | biostudies-literature

Lower melatonin secretion in older females: gender differences independent of light exposure profiles.

Project description:BackgroundMelatonin is associated with a variety of diseases in advanced age, including insomnia, depression, and dementia, and its secretion is influenced by light exposure. Although studies in young and middle-aged subjects have shown that females tend to have higher melatonin levels than males, gender differences in melatonin levels among older people remain unclear.MethodsTo determine the gender differences in melatonin levels among older people in home settings, we conducted a cross-sectional study in 528 older people. We measured overnight urinary 6-sulfatoxymelatonin excretion (UME; an index of melatonin secretion), and ambulatory light intensity.ResultsThe mean age of females was 1.8 years younger, and average intensity of daytime light exposure was half that in males (P < 0.01). In a univariate comparison, UME was significantly lower in females than in males (P < 0.01). A multivariate model using analysis of covariance showed that log-transformed UME remained significantly lower in females after adjustment for potential confounding factors, including age and daytime and nighttime light exposure profiles (males vs. females: 1.90 vs. 1.73 log µg; adjusted mean difference 0.17 log µg [95% confidence interval [CI] 0.02-0.32]; P = 0.02). This result indicates that older females have 18.4% (95% CI, 2.2-37.4%) lower UME than older males.ConclusionsOlder females have significantly lower UME than older males, an association which is independent of light exposure profiles in home settings. Our findings may be useful as basic data for further research to investigate gender differences in several diseases associated with melatonin in the elderly.

| S-EPMC4275436 | biostudies-literature

A Synergistic Mindsets Intervention Protects Adolescents from Social Stress.

Project description:Social stress poses a major threat to adolescent health via its effects on internalizing symptoms, such as anxiety and depression. Available interventions to help adolescents improve their stress responses, however, have not been effective in rigorous evaluation studies, or they have been difficult to administer widely. Here we show that replicable improvements in adolescent stress responses can be achieved with a short (~30-minute), scalable synergistic mindsets intervention. This intervention, which is a self-administered online training module, targets both growth mindsets (the idea that people's intelligence can be developed in response to challenge) and stress-can-be-enhancing mindsets (the idea that people's stress responses can be fuel for optimal performance). Its goal is to promote positive engagement with stressful events (e.g., learning from failure on a quiz or a conflict with a peer) and to encourage adolescents to use their responses to stressful events and even their bodily symptoms (e.g. racing heart, sweaty palms, butterflies in their stomach) to their advantage. In five double-blind, randomized, controlled trials (total N = 4,091 adolescents), the new synergistic mindsets intervention improved stress-related cognitions (Studies 1-2), cardiovascular reactivity (Study 3), daily internalizing symptoms and cortisol levels (Study 4), and generalized anxiety symptoms during the 2020 COVID-19 lockdowns (Study 5). Effects on downstream outcomes (in Studies 3-5) were stronger among individuals who, at baseline, held the two negative mindsets targeted by the intervention, providing evidence for the proposed mechanisms. Confidence in this conclusion comes from a conservative, Bayesian machine-learning method for detecting heterogeneity.

| S-EPMC8168396 | biostudies-literature

Staff matter: Gender differences in science, technology, engineering or math (STEM) career interest development in adolescent youth.

Project description:We explore the understudied role of program staff in an out-of-school time (OST) program at a large science museum, which may be especially relevant for supporting underrepresented minority (URM) youth's interest in science, technology, engineering, or math (STEM) careers. Using a sequential explanatory mixed-method design, we surveyed 167 program alumni on their science attitudes, career interests, and memories about how the program compared to experiences at home, school, and with friends. We followed that with 49 interviews with alumni. Findings show that, while in the program, alumni who identify as women reported a much greater increase in their STEM career interest than those who identify as men. Interviews suggest this may be related to different types of staff relationships between the genders. We interpret results through the lens of positive youth development and offer recommendations for OST program providers and researchers.

| S-EPMC6605779 | biostudies-literature

OmicsDI is part of the ELIXIR infrastructure

OmicsDI is an Elixir interoperability service. Learn more ›

Tweets

OmicsDI Databases

PRIDE
PeptideAtlas
MassIVE
JPOST Repository
Physiome Model Repository

EGA
EVA
ENA
LINCS
PAXDB
Cell Collective

MetaboLights
Metabolomics Workbench
MetabolomeExpress
GNPS
BioModels
FAIRDOMHub

ArrayExpress
dbGaP
ExpressionAtlas
GEO
NODE

Information

Databases
Help
API
Contact us
Code on GitHub
Terms of use
Submit Data