Colleen M Ganley
Biographic Data
| ID | 772204 |
|---|---|
| NAME | Colleen M Ganley |
| GIVEN NAMES | Colleen M |
| FAMILY NAME | Ganley |
| SIGNATURE | GANLEY C M |
| AFFILIATIONS | Florida State University |
| ORCID | 0000-0002-8902-9189 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 120 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Bidirectional Relations Between Spatial and Mathematics Skills in Elementary School Children: The Role of Domain-Specific Anxieties
Research has demonstrated a link between spatial and mathematics skills, although less research has addressed the directionality of this relation and what factors may impact the spatial–mathematics link. Two such factors may be spatial and mathematics anxiety, which are related to performance in their respective domains, but may also play a cross-domain role in the relation between spatial and mathematics skills. Importantly, these relations are …
Gender differences in computation strategies: Evidence across adolescent and adult samples
BACKGROUND: On computation items, young girls tend to use algorithmic approaches more than boys do. However, it is unclear whether these patterns persist as students progress into adulthood. AIMS: In two independent studies using different measures, we examine gender differences in computation strategy use in adolescents (Study 1) and adults (Study 2). We explore factors that might explain differences, and whether they relate to gender difference…
Investigating the Link Between Negative Interpretation Bias and Anxiety in a Mathematics Context
Mathematics anxiety is an important negative emotion that can impact mathematics achievement. Clinical anxiety research suggests that cognitive biases, specifically negative interpretation bias, can lead to the development of anxiety. The goal of this study is to investigate negative interpretation bias in a mathematics context, whether gender differences exist in this bias, and its content-specific and unique relation with mathematics anxiety. W…
A meta-analytic review of the relation between spatial anxiety and spatial skills
08). Our results are consistent with previous findings of a significant relation between spatial anxiety and skills, and this work bridges a gap in the existing research, lending support to future research efforts investigating spatial cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
Educational experiences of U.S. children during the 2020–2021 school year in the context of the Covid-19 pandemic
The coronavirus disease 2019 (COVID-19) pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This article extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of …
Examining the relations between spatial skills and mathematical performance: A meta-analysis
An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model
A meta-analysis of the relation between math anxiety and math achievement
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…
Relations between spatial skills and math performance in elementary school children: A longitudinal investigation
Previous research has demonstrated a link between spatial and math skills. However, little research has examined this relation longitudinally. The present study examines the development of and reciprocal relations between spatial and math skills in elementary school students. We administered two spatial tasks and a math task to 312 first- through third-grade students who were tested in the spring for three consecutive school years. Linear growth …
Gender Equity in College Majors: Looking Beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation
Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students’ perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. The perception of the major bein…
Foundations of mathematics and literacy: The role of executive functioning components
Are schools shortchanging boys or girls? The answer rests on methods and assumptions: Reply to Card (2014) and Penner (2014)
Our target article (Robinson-Cimpian, Lubienski, Ganley, & Copur-Gencturk, 2014) used nationally representative data to examine the development of gender gaps in math achievement. We found that when boys and girls demonstrate equivalent math test performance and are perceived by their teachers to be equally well behaved and engaged with the material, teachers tend to rate girls as less proficient in math than boys (Study 1). Moreover, this underr…
Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergart…
An examination of stereotype threat effects on girls’ mathematics performance
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects…
Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences
A meta-analysis of the relation between math anxiety and math achievement
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…
Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergart…
Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences
Gender Equity in College Majors: Looking Beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation
Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students’ perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. The perception of the major bein…
An examination of stereotype threat effects on girls’ mathematics performance
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects…
Relations between spatial skills and math performance in elementary school children: A longitudinal investigation
Previous research has demonstrated a link between spatial and math skills. However, little research has examined this relation longitudinally. The present study examines the development of and reciprocal relations between spatial and math skills in elementary school students. We administered two spatial tasks and a math task to 312 first- through third-grade students who were tested in the spring for three consecutive school years. Linear growth …
Educational experiences of U.S. children during the 2020–2021 school year in the context of the Covid-19 pandemic
The coronavirus disease 2019 (COVID-19) pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This article extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of …
Young girls’ arithmetic and spatial skills: The distal and proximal roles of family socioeconomics and home learning experiences
An examination of stereotype threat effects on girls’ mathematics performance
Stereotype threat has been proposed as 1 potential explanation for the gender difference in standardized mathematics test performance among high-performing students. At present, it is not entirely clear how susceptibility to stereotype threat develops, as empirical evidence for stereotype threat effects across the school years is inconsistent. In a series of 3 studies, with a total sample of 931 students, we investigated stereotype threat effects…
Are schools shortchanging boys or girls? The answer rests on methods and assumptions: Reply to Card (2014) and Penner (2014)
Our target article (Robinson-Cimpian, Lubienski, Ganley, & Copur-Gencturk, 2014) used nationally representative data to examine the development of gender gaps in math achievement. We found that when boys and girls demonstrate equivalent math test performance and are perceived by their teachers to be equally well behaved and engaged with the material, teachers tend to rate girls as less proficient in math than boys (Study 1). Moreover, this underr…
Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergart…
Foundations of mathematics and literacy: The role of executive functioning components
Gender Equity in College Majors: Looking Beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation
Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students’ perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. The perception of the major bein…
Relations between spatial skills and math performance in elementary school children: A longitudinal investigation
Previous research has demonstrated a link between spatial and math skills. However, little research has examined this relation longitudinally. The present study examines the development of and reciprocal relations between spatial and math skills in elementary school students. We administered two spatial tasks and a math task to 312 first- through third-grade students who were tested in the spring for three consecutive school years. Linear growth …
An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model
A meta-analysis of the relation between math anxiety and math achievement
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…
Examining the relations between spatial skills and mathematical performance: A meta-analysis
A meta-analytic review of the relation between spatial anxiety and spatial skills
08). Our results are consistent with previous findings of a significant relation between spatial anxiety and skills, and this work bridges a gap in the existing research, lending support to future research efforts investigating spatial cognition. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
Educational experiences of U.S. children during the 2020–2021 school year in the context of the Covid-19 pandemic
The coronavirus disease 2019 (COVID-19) pandemic is a historic event impacting children around the globe. Prior research on the educational experiences of children during the COVID-19 pandemic focused almost exclusively on spring 2020. This article extends this literature past the initial shock of spring 2020, capturing the first full school year (2020-2021) during the COVID-19 pandemic. This registered report study utilized a national sample of …
Investigating the Link Between Negative Interpretation Bias and Anxiety in a Mathematics Context
Mathematics anxiety is an important negative emotion that can impact mathematics achievement. Clinical anxiety research suggests that cognitive biases, specifically negative interpretation bias, can lead to the development of anxiety. The goal of this study is to investigate negative interpretation bias in a mathematics context, whether gender differences exist in this bias, and its content-specific and unique relation with mathematics anxiety. W…
Bidirectional Relations Between Spatial and Mathematics Skills in Elementary School Children: The Role of Domain-Specific Anxieties
Research has demonstrated a link between spatial and mathematics skills, although less research has addressed the directionality of this relation and what factors may impact the spatial–mathematics link. Two such factors may be spatial and mathematics anxiety, which are related to performance in their respective domains, but may also play a cross-domain role in the relation between spatial and mathematics skills. Importantly, these relations are …
Gender differences in computation strategies: Evidence across adolescent and adult samples
BACKGROUND: On computation items, young girls tend to use algorithmic approaches more than boys do. However, it is unclear whether these patterns persist as students progress into adulthood. AIMS: In two independent studies using different measures, we examine gender differences in computation strategy use in adolescents (Study 1) and adults (Study 2). We explore factors that might explain differences, and whether they relate to gender difference…
Psychology (12 works) · Developmental psychology (10 works) · Education, Achievement, and Giftedness (7 works) · Mathematics education (7 works) · Cognition (6 works) · Cognitive and developmental aspects of mathematical skills (6 works) · Spatial Ability (5 works) · Anxiety (4 works) · Early Childhood Education and Development (4 works) · Mathematics (4 works)