Reference : Gender Differences in Young Adults’ Mathematical Performance: Examining the Contribut...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
Gender Differences in Young Adults’ Mathematical Performance: Examining the Contribution of Working Memory, Math Anxiety and Gender-related Stereotypes
Vos, Helene [Leiden University > Educational Sciences, Institute of Education and Child Studies]
Marinova, Mila mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Léon [Universidad de La Laguna > Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy]
Sasanguie, Delphine [KU Leuven > Faculty of Psychology and Educational Sciences @ Kulak]
Reynvoet [KU Leuven > Faculty of Psychology and Educational Sciences @ Kulak]
Learning and Individual Differences
United Kingdom
[en] gender differences ; mathematical performance ; working memory ; math anxiety ; gender-related stereotypes
[en] Gender differences have been widely reported for mathematical performance tests such as basic arithmetic tests and more complex tests such as the cognitive reflection test. The current study examined which factors could explain these gender differences. Young adults (N = 189; 18-35 years) performed an arithmetic test and cognitive reflection test. Subsequently, it was examined to which extent gender differences on these tests could be explained by verbal and visuo-spatial working memory, explicit and implicit gender-related stereotypes and math anxiety. Results showed that women scored significantly lower than men on the arithmetic and cognitive reflection tests. A mediation analysis demonstrated that the relation between gender and arithmetic performance was partially mediated by math anxiety and explicit gender-related stereotypes. Furthermore, results showed that math anxiety fully mediated the relation between gender and cognitive reflection. These results demonstrate that math anxiety plays a key role in the relation between gender and mathematical performance.

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