Math = Me > Me = Female, Math People are Less Math Averse: Identity Correlates Above Gender with Math Anxiety and Implicit Attitudes

Resumen

In a study conducted on a sample of 205 participants sampled from MTurk, the relationship between math anxiety and implicit associations compared between math and art were examined. The dependent variables were compared along traditional demographic lines and across dimensions of mathematics identity. The study utilized both a full math anxiety metric and the Single Item Mathematics Anxiety scale for cross-tool validation. The results showed that identifying as a "math person" or a "mathematically minded thinker" had the strongest correlation with both the implicit and explicit measures of math anxiety. These findings suggest that simple identity questions may have greater predictive power in regard to educational attitudes than demographic factors such as gender or race. Overall, the study highlights the importance of considering explicit and implicit measures when examining personal and cultural biases toward mathematics learning. Future research could benefit from utilizing a similar approach to gain a more comprehensive understanding of these cognitive biases effects on learning.

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Cómo citar (APA 7)

Ph.D., B. S. W. (2023). Math = Me > Me = Female, Math People are Less Math Averse: Identity Correlates Above Gender with Math Anxiety and Implicit Attitudes. https://doi.org/10.31234/osf.io/vpgdu