Development of Math Attitudes and Math Self-Concepts: Gender Differences, Implicit-Explicit Dissociations, and Relations to Math Achievement.

Published on Feb 19, 2021in Child Development
· DOI :10.1111/CDEV.13523
Dario Cvencek11
Estimated H-index: 11
(UW: University of Washington),
Ružica Brečić5
Estimated H-index: 5
(University of Zagreb)
+ 1 AuthorsAndrew N. Meltzoff112
Estimated H-index: 112
(UW: University of Washington)
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Abstract
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.
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