Comparing Math and Spatial Attitudes and Beliefs Across Development

• In Event: Girls’ and Boys’ Attitudes and Beliefs about STEM: Sources, Development, and Relations to Achievement

Abstract

Attitudes and beliefs about math and space have been found to be predictive of STEM participation and achievement, with females generally reporting lower math and spatial self-concept and higher anxieties related to these domains (Sokolowski et al., 2019). However, little work to date has explored the acquisition of these attitudes and beliefs, particularly spatial attitudes. This is important, because comparing the acquisition of math and spatial attitudes and beliefs may shed light on potential interventions for improving STEM outcomes. Here, we present two studies exploring the emergence of gender differences in math and spatial anxiety and self-concept in children and adults, and the distinct mechanisms that may account for math and spatial anxiety in males and females.

In Study 1, 1st–4th graders (aged 6–10; N = 213; Mage = 8.16) and adults (N = 217; Mage = 19.19) completed measures of math and spatial anxiety and self-concept. These attitudes were strongly related within and across domains, and within and across gender (rs > .25, ps < .05). We found significant gender differences, with females indicating lower math and spatial self-concept and higher math and spatial anxiety than males as early as first grade and persisting into adulthood (Figure 1). These results suggest that gender differences in math and spatial attitudes are robust, even early in development.

In our second study, we explored assumptions underlying gendered beliefs about math and space and how they relate to domain-specific anxiety. Children (N = 69; Mage = 8.30) and adults (N = 181; Mage = 30.12) completed measures of math and spatial anxiety and stereotype items, which required participants to rate male and female ability, enjoyment, confidence, and effort on math and spatial tasks. We found that both children’s math and spatial anxieties were accounted for by domain-matched enjoyment beliefs (but not ability, confidence or effort; Figure 2). Children with stronger own-gender biases about which gender enjoys math more had lower math anxiety (β = .36, p = .011). Children’s spatial anxiety, however, was moderated by gender such that girls with stronger own-gender spatial-enjoyment biases had the lowest spatial anxiety (β =.65, p = .009), yet boys with stronger own-gender spatial-enjoyment biases had higher spatial anxiety. Findings with adults showed a different pattern of results. For math anxiety, effort-based gender biases interacted with participant gender to account for math anxiety (β= –.41, p = .010). Women who thought females work harder than males on math tasks had higher math anxiety whereas males who thought men work harder had lower math anxiety. For spatial anxiety, the more an adult thought their gender in-group enjoyed spatial tasks, the lower their spatial anxiety (β = –.36, p =.003).

Results from these two sets of studies suggest that boys’ and girls’ math and spatial attitudes diverge early in schooling, and these gender differences continue into adulthood. Importantly, beliefs contributing to math and spatial anxiety vary across gender and development, a finding critical for understanding the role of math and spatial beliefs and attitudes for STEM outcomes.

Authors

• Lindsey Hildebrand, Boston College
  Presenting Author

• Sara Cordes, Boston College
  Non-Presenting Author