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The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement.
Jennifer E John1, Kindy Insouvanh1, Rachael D Robnett1
1University of Nevada, Las Vegas.
Summary
Gender identity and peer support impact math outcomes differently for middle school boys and girls. Boys
Area of Science:
- Educational Psychology
- Gender Studies
- Developmental Psychology
Background:
- Understanding the interplay of gender identity, peer support, and math performance is crucial for developing effective educational strategies.
- Previous research has indicated potential gender-based differences in academic experiences, including math anxiety and achievement.
Purpose of the Study:
- To investigate the distinct relationships between components of gender identity (gender contentedness, felt pressure), peer support in math, math anxiety (evaluation and learning), and math outcomes (grades).
- To examine these relationships separately for middle school boys and girls.
Main Methods:
- Path analysis was employed to analyze data from a sample of 295 middle school students.
- Separate models were constructed for boys and girls to explore gender-specific associations.
Main Results:
- For boys, higher gender contentedness was linked to better math grades by reducing evaluation math anxiety.
- For girls, feeling pressure was associated with lower self-reported math grades, mediated by increased learning math anxiety.
- Peer support in math positively correlated with lower learning math anxiety and higher math grades for girls, but showed no significant association for boys.
Conclusions:
- Gender identity components and peer support have differential effects on math anxiety and outcomes in middle school.
- Findings suggest the need for gender-tailored interventions to address math anxiety and improve math performance.
- Further research should explore the mechanisms behind these gender differences and the role of peer support.
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