Objective
Historically, numerous studies have supported a male advantage in math. While more recent literature has shown that the gender gap is either decreasing or non-significant, a gender difference remains for higher level math (high school and college) (Hyde et. al. 1990; Casey et. al. 1995). It is known that both cognitive and non-cognitive factors influence math performance. There is little evidence for gender differences in working memory (Miller & Bichsel, 2004), which is a key predictor for mathematics. There is, however, evidence for gender differences in the non-cognitive domain, including math anxiety, with females having higher levels (Miller & Bichsel, 2004; Goetz, et. al. 2013). This study evaluates gender differences in both standardized and everyday math performances, and the way that cognitive and non-cognitive factors impact math. The study is focused on a very understudied group with high levels of math difficulty, namely community college students. We expected to find gender differences in math, and expect these to be in part accounted for by gender differences in strong mathematical predictors, particularly non-cognitive factors.
Participants and Methods
Participants included 94 community college students enrolled in their first math class (60 female; 34 male). Participants were administered the Kaufman Test of Educational Achievement – 3rd edition (KTEA3): Math Computation (MC) and Math Concepts Application (MCA) subtests, as well as an original Everyday Math (EM) measure which assessed their math ability in the context of common uses for math (e.g., financial and health numeracy). Additional measures included math anxiety, self-efficacy, and confidence. Finally, measures of complex span working memory tasks were administered to assess verbal and spatial working memory. Analyses were performed using correlation and regression to examine relationships between the cognitive and non-cognitive variables and standardized and everyday math measures.
Results
Correlations showed that all cognitive and non-cognitive variables are significantly correlated with all three math measures (all p < .05). There were no significant gender differences for any of the math measures, nor the working memory, or non-cognitive measures. Regression showed that across all three math outcomes, math anxiety and verbal working memory are significantly predictive of math performance. Overall R2 values were significant (range 27% to 37%, all p < .001). Working memory and math anxiety were unique predictors in all three regressions (all p < .05), but other non-cognitive variables such as self-efficacy did not show unique prediction (all p > .05).
Conclusions
There was no evidence for gender differences on any studied variable. This stands in contrast to prior studies, although few studies have included community college students. On the other hand, both cognitive and non-cognitive factors were complimentary in the prediction of math outcomes, which is consistent with prior work. Among non-cognitive predictors, math anxiety was particularly prominent. This study clarifies prior conflicting work regarding gender differences, and highlights the role of both math anxiety and working memory as relevant for multiple math outcomes.
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A multidimensional examination of math anxiety and engagement on math achievement
Math anxiety (MA) and math achievement are generally negatively associated.
This study investigated whether and how classroom engagement behaviors mediate the negative association between MA and math achievement.
Data were drawn from an ongoing longitudinal study that examines the roles of affective factors in math learning. Participants consisted of 207 students from 4th through 6th grade (50% female).
Math anxiety was measured by self‐report using the Mathematics Anxiety Scale for Children (Chiu & Henry, 1990,
Students with higher MA demonstrated less cognitive‐behavioral and emotional engagement compared to students with lower MA. Achievement differences among students with various levels of MA were partly accounted for by their cognitive‐behavioral engagement in the math classroom.
Overall, students with high MA exhibit avoidance patterns in everyday learning, which may act as a potential mechanism for explaining why high MA students underperform their low MA peers.
- Award ID(s):
- 1750025
- NSF-PAR ID:
- 10445263
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- British Journal of Educational Psychology
- Volume:
- 92
- Issue:
- 3
- ISSN:
- 0007-0998
- Page Range / eLocation ID:
- p. 955-973
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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