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Exploring the relationship between math anxiety and gender through implicit measurement.

Orly Rubinsten¹, Noam Bialik, Yael Solar

¹Department of Learning Disabilities, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa Haifa, Israel.

Frontiers in Human Neuroscience

|October 23, 2012

Summary

This study reveals gender differences in math anxiety using an indirect measure. Males associated positive primes with math, while females associated negative primes, suggesting distinct affective responses to mathematics.

Keywords:

academic career anxiety arithmetic effective priming gender

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Area of Science:

Cognitive Psychology
Neuroscience
Gender Studies

Background:

Math anxiety is linked to underrepresentation of women in STEM.
Previous studies on gender differences in math anxiety are inconclusive, possibly due to reliance on explicit measures.
Implicit measures may offer a more accurate assessment of math anxiety.

Purpose of the Study:

To investigate gender differences in the effects of math anxiety on numerical processing.
To utilize a novel affective priming task as an indirect measure of math anxiety.
To explore the relationship between math anxiety and affect in males and females.

Main Methods:

University students (23 males, 30 females) participated in an affective priming task.
Participants responded to arithmetic equations preceded by positive, neutral, negative, or math-related primes.
Response latencies were measured to infer affective associations with mathematical stimuli.

Main Results:

Males showed shorter response latencies to positive primes compared to negative primes.
Females exhibited shorter response latencies to negative primes compared to positive primes.
Lower negative affect towards arithmetic was associated with females in math/science faculties.

Conclusions:

Gender moderates the affective priming effect in numerical processing, indicating different emotional associations with math.
Implicit measures provide valuable insights into math anxiety, bypassing self-report biases.
Environmental factors may influence the link between math achievement and anxiety in females.