Development of Math Attitudes and Math Self‐Concepts: Gender Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement

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...

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Bibliographic Details
Published in:Child development 2021-09, Vol.92 (5), p.e940-e956
Main Authors: Cvencek, Dario, Brečić, Ružica, Gaćeša, Dora, Meltzoff, Andrew N.
Format: Article
Language:English
Subjects:
Adults
Attitudes
Boys
Children
Childrens Attitudes
Elementary School Students
Females
Gender
Gender Differences
Girls
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grades (Scholastic)
Mathematics Achievement
Mathematics Instruction
Positive emotions
Predictor Variables
Self Concept
Self Concept Measures
Sex differences
Student Attitudes
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