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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
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Do girls really experience more anxiety in mathematics?
Thomas Goetz1, Madeleine Bieg, Oliver Lüdtke
11Department of Empirical Educational Research, University of Konstanz.
Psychological Science
|August 30, 2013
Summary
Female students report higher habitual math anxiety than males, but momentary math anxiety shows no gender difference. This is linked to lower female perceived math competence, despite equal grades.
Area of Science:
- Psychology
- Educational Psychology
- Gender Studies
Background:
- Previous research indicates higher trait mathematics anxiety in female students compared to male students.
- Trait anxiety refers to habitual, long-term anxiety levels.
- State anxiety refers to momentary anxiety experienced in specific situations.
Purpose of the Study:
- To investigate gender differences in both trait (habitual) and state (momentary) mathematics anxiety.
- To explore the role of perceived competence in explaining potential discrepancies in gender differences in math anxiety.
Main Methods:
- Two studies involving a total of 695 students (N = 584; N = 111).
- Trait math anxiety was assessed using self-report questionnaires.
- State math anxiety was measured using experience-sampling methods during math tests and classes.
Main Results:
- Findings replicated previous research, showing higher trait mathematics anxiety in female students.
- No significant gender differences were found for state mathematics anxiety.
- Lower perceived mathematical competence in female students partially explained the gender differences in trait anxiety, despite similar academic performance.
Conclusions:
- Gender differences in mathematics anxiety may be context-dependent, with trait anxiety showing a gender gap but state anxiety not.
- Perceived competence is a crucial factor influencing mathematics anxiety and may mediate gender differences.
- Implications for educational practices and anxiety assessment are significant, suggesting a need for interventions addressing perceived competence.
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