Gender-related differences in environment learning: Examining task characteristics and spatial beliefs

Abstract

The aim of the study was to investigate gender-related differences in spatial knowledge and beliefs about spatial abilities. We also examined whether self-efficacy before performing a task is related to other spatial beliefs in predicting spatial knowledge (measured with different tasks). A sample of 150 participants learned a virtual environment and performed five tasks: landmark, path route, location egocentric, location allocentric, path survey task. Before and after each task, the participants assessed their spatial self-efficacy and gender stereotype. They responded to questionnaires on growth mindset, gender stereotype, and mastery experiences. We found that women scored lower in the landmark task, mastery experiences and growth mindset. No gender-related differences emerged for task-specific self-efficacy and performance (except the landmark task). Finally, spatial self-efficacy interacts with beliefs about spatial abilities for landmark, location-egocentric and location-allocentric tasks. These results shed light on the interplay of beliefs about spatial ability, spatial knowledge and gender-related differences. Educational relevance statementPerceived self-efficacy in spatial abilities, past experience in spatial tasks, mindset and gender stereotype can influence our actual navigation performance. Furthermore, young women tend to report lower levels of growth mindset and successes in spatial tasks. To prevent gender differences at a young age and promote positive orientation experiences, it's important to consider beliefs about spatial abilities and stereotypes in the school environment. This is especially important for STEM school subjects, where spatial abilities and associated beliefs are known to play a significant role.