Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

Kayleigh Fawcett,Amy Devine,Ann Dowker,Dénes Szűcs

doi:10.1186/1744-9081-8-33

Abstract

BackgroundMathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies.MethodsFour-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires.ResultsNo gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys.ConclusionsOur study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on ‘online’ mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.

Highlights

Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population
The current study aims to identify whether a gender difference exists in overall levels of MA in 11- to 16-year-old children, and whether the relationship between MA and mathematics performance differs for boys and girls
Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance

Summary

Introduction

Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. People who experience high levels of MA are likely to develop negative attitudes toward tasks involving mathematics, drop out of elective mathematics classes or avoid taking them altogether; in addition, those with high MA avoid pursuing careers that require quantitative skills [3,13,14,15]. Only 7% of pupils in the UK take mathematics to A level, and while there are many reasons for this, many pupils give a dislike of mathematics as a reason for not continuing [16] and sometimes the dislike is very intense and ‘charged with emotion’ [ibid, p. 10]

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