Effects of gender stereotypes on performance in mathematics: A serial multivariable mediation model

Jingjing Song1, Bin Zuo1, Lei Yan1
1School of Psychology, Central China Normal University, People’s Republic of China
Cite this article:  Song, J., Zuo, B., & Yan, L. (2016). Effects of gender stereotypes on performance in mathematics: A serial multivariable mediation model. Social Behavior and Personality: An international journal, 44(6), 943-952.

Volume 44 Issue 6 | e5440 | Published: July 2016 | DOI: https://doi.org/10.2224/sbp.2016.44.6.943

Abstract
Full Text
References
Tables and Figures
Acknowledgments
Author Contact

We aimed to determine how gender stereotypes about mathematics affect high school students’ performance in this subject through examining the multiple mediating roles of competence belief, type of achievement goal, and effort. Chinese high school students (N = 267) completed measures to assess their gender stereotypes, competence belief, achievement goals, effort, and performance in mathematics. The results of a serial multivariable mediation analysis partly supported the idea that competence belief, achievement goals, and effort act as mediators in the relationship between gender stereotypes and mathematics performance. Specifically, gender stereotypes about mathematics had a negative direct and indirect effect on Chinese female students’ mathematics performance: the girls with a stronger gender stereotype were serially associated with less competence belief, lower performance-approach goals, and less effort, all of which, in turn, were associated with poorer performance in mathematics. However, gender stereotypes about mathematics did not predict the level of Chinese male students’ performance at mathematics. The theoretical and practical implications of these findings are discussed.

Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.
Please login and/or purchase the PDF to view the full article.