Young‐age gender differences in mathematics mediated by independent control or uncontrollability |
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| Authors: | Jan Zirk‐Sadowski Charlotte Lamptey Amy Devine Mark Haggard Dénes Szűcs |
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| Affiliation: | 1. Centre for Neuroscience in Education, Department of Psychology, School of Biological Sciences, University of Cambridge, , UK;2. Faculty of Education, University of Cambridge, , UK;3. Multi‐centre Otitis Media Study Group, Department of Psychology, School of Biological Sciences, University of Cambridge, , UK |
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| Abstract: | We studied whether the origins of math anxiety can be related to a biologically supported framework of stress induction: (un)controllability perception, here indicated by self‐reported independent efforts in mathematics. Math anxiety was tested in 182 children (8‐ to 11‐year‐olds). Latent factor modeling was used to test hypotheses on plausible causal processes and mediations within competing models in quasi‐experimental contrasts. Uncontrollability perception in mathematics, or (in)dependence of efforts, best fit the data as an antecedent of math anxiety. In addition, the relationship of math anxiety with gender was fully mediated by adaptive perception of control (i.e. controllability). That is, young boys differ from girls in terms of their experience of control in mathematics learning. These differences influence math anxiety. Our findings are consistent with recent suggestions in clinical literature according to which uncontrollability makes women more susceptible to fear and anxiety disorders. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=I4b_47Y-e_U |
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