Original paper
Development of Math Attitudes and Math Self‐Concepts: Gender Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement
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...
Paper Details
Title
Development of Math Attitudes and Math Self‐Concepts: Gender Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement
Published Date
Feb 19, 2021
Journal
Volume
92
Issue
5