Development of Math Attitudes and Math Self-Concepts
Gender Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement
Bibliographic Data
| ID | 21301643 |
|---|---|
| Authors | Dario Cvencek (0000-0002-0073-5862, University of Washington, corresponding author), Ružica Brečić (0000-0003-3327-2187, University of Zagreb), Dora Gaćeša (0000-0002-0975-5069, University of Zagreb), Andrew N Meltzoff (0000-0001-8683-0547, University of Washington) |
| Year | 2021 |
| Volume | 92 |
| Issue | 5 |
| Pages | e940-e956 |
| Publication date | 2021-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.13523 |
| PMID | 33605449 |
| OpenAlex | W3130987366 |
| Language | EN |
| Citations received | 28 |
| References cited | 58 |
Three hundred and ninety-one children (195 girls; Mage = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math
Cognitive psychology · Developmental psychology · Implicit attitude · Implicit-association test · Multilevel model · Statistics · Education, Achievement, and Giftedness · Mathematics · Motivation and Self-Concept in Sports · Psychology · School Choice and Performance
The effect of Covid-19-related school closures on students’ well-being
Factores Asociados al Rendimiento en Matemáticas de Estudiantes Españoles en Educación Primaria
Gender Inclusion and Fit in STEM
Attitudes and Emotions in the Context of Mathematical Learning
Bidirectional relationship between parental psychological control and adolescent maladjustment
Measuring Implicit STEM and Math Attitudes in Adolescents Online with the Brief Implicit Association Test
“Dear Math, I’m Not a Fan of You”
Embodied learning for computational thinking in early primary education
Redefining academic trajectories
The psychometric properties of the Mathematics Attitude Scale for Adults (Masa)
Programming attitudes predict computational thinking
Do adolescents want more autonomy? Testing gender differences in autonomy across STEM
School belonging and students' math achievement among secondary students
Instability, changes, and internal structure of children's attitudes toward mathematics in primary school
Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood
Psychosocial Differences Between Female and Male Students in Learning Patterns and Mental Health-Related Indicators in STEM vs. Non-STEM Fields
A human-like artificial intelligence for mathematics
Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations
PSTEM Implicit Stereotypes and pSTEM Motivation Among Black and Latina Undergraduate Women
Career Identities and Gender-STEM Stereotypes
Factors Influencing Young Children’s Mathematical Wellbeing in the United States
Dimensions of students’ views of classroom teaching and attitudes towards mathematics
Parental input as a mediating pathway for gender differences in early academic skills
Examining students’ implicit academic self-concepts and intrinsic values in a comprehensive framework integrating key elements of expectancy-value theory, dimensional comparison theory, and theory on vocational interests
Emerging neurodevelopmental perspectives on mathematical learning
Collectively constructing gender-inclusive work cultures in STEM
Development of children’s implicit and explicit attitudes toward healthy food
How students' math anxiety profiles change in primary school
‘Like me’
Math–Gender Stereotypes in Elementary School Children
The fixed versus random effects debate and how it relates to centering in multilevel modeling.
The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores
Women in Academic Science
On the leaky math pipeline
The persistent sampling bias in developmental psychology
Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective
Academic Self-Concept, Interest, Grades, and Standardized Test Scores
Mathematics Anxiety
Change in children's competence beliefs and subjective task values across the elementary school years
Female teachers’ math anxiety affects girls’ math achievement
Academic Self-Concept and Self-Efficacy
The Development of Children's Gender-Science Stereotypes
From expectancy-value theory to situated expectancy-value theory
Implicit Measures in Social Cognition Research
Fitting Linear Mixed-Effects Models Using lme4
LmerTest Package
The Perceived Competence Scale for Children
Early Sources of Children’s Math Achievement in Chile
Teacher self-efficacy and burnout
Learning environment and students’ mathematics attitude
The Development of Implicit Attitudes
Development and Psychometric Properties of the Math and Me Survey
Gender Comparisons of Mathematics Attitudes and Affect
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
Girls' math performance under stereotype threat
Chilean kindergarten children’s beliefs about mathematics
What lies beneath
Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity
The implicit revolution
Understanding and using the Implicit Association Test
Understanding and using the Implicit Association Test
Math = male, me = female, therefore math ≠ me
Cognitive theories of early gender development
Cross-national patterns of gender differences in mathematics
New trends in gender and mathematics performance
| Citations per year | 5.6 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |