Gender differences in young adults' mathematical performance: Examining the contribution of working memory, math anxiety and gender-related stereotypes

Learning and Individual Differences, vol. 102, pp. 102255

Abstract

Gender differences have been widely reported for mathematical performance tests such as basic arithmetic tests and more complex tests such as the cognitive reflection test. The current study examined which factors could explain these gender differences. Young adults (N = 189; 18–35 years) performed an arithmetic test and cognitive reflection test. Subsequently, it was examined to which extent gender differences on these tests could be explained by verbal and visuo-spatial working memory, explicit and implicit gender-related stereotypes and math anxiety. Results showed that women scored significantly lower than men on the arithmetic and cognitive reflection tests. A mediation analysis demonstrated that the relation between gender and arithmetic performance was partially mediated by math anxiety and explicit gender-related stereotypes. Furthermore, results showed that math anxiety fully mediated the relation between gender and cognitive reflection. These results demonstrate that math anxiety plays a key role in the relation between gender and mathematical performance.

Authors 5

1. Helene De Vos corresponding Aachen Faculty of Social and Behavioural Sciences Institute of Education and Child Studies

   Leiden University

   Affiliation as printed

   Faculty of Social and Behavioural Sciences, Institute of Education and Child Studies, Leiden University, Leiden, The Netherlands

2. Mila Marinova

   University of Luxembourg · KU Leuven

   Affiliation as printed

   Faculty of Humanities, Education and Social Sciences, Institute of Cognitive Science and Assessment, Department of Behavioural and Cognitive Sciences, University of Luxembourg, Esch-Belval, Luxembourg

   Faculty of Psychology and Educational Sciences @ Kulak, KU Leuven, Kortrijk, Belgium

   Faculty of Psychology and Educational Sciences, Research Unit Brain & Cognition, KU Leuven, Leuven, Belgium

3. Sara C. de León

   Universidad de La Laguna

   Affiliation as printed

   Faculty of Psychology and Speech Therapy, Department of Developmental and Educational Psychology, Universidad de La Laguna, La Laguna, Spain

4. Delphine Sasanguie

   HOGENT University of Applied Sciences and Arts · KU Leuven

   Affiliation as printed

   Faculty of Psychology and Educational Sciences @ Kulak, KU Leuven, Kortrijk, Belgium

   Research Centre for Learning in Diversity, HOGENT University of Applied Sciences and Arts, Ghent, Belgium

5. Bert Reynvoet

   KU Leuven

   Affiliation as printed

   Faculty of Psychology and Educational Sciences @ Kulak, KU Leuven, Kortrijk, Belgium

   Faculty of Psychology and Educational Sciences, Research Unit Brain & Cognition, KU Leuven, Leuven, Belgium