A Longitudinal Analysis of Gender Differences in Affective Outcomes in Mathematics During Middle and High School

By Xin Ma, Fernando Cartwright. 2003

72 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/32bf7c5b2ec27765fe8fe4bf8f7b04eb1abce575

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

A multidimensional analysis of changes in mathematics motivation and engagement during high school (2013, background): “The trajectory of boys’ and girls’ motivation was also examined, asking if boys and girls showed adaptive motivation at different grade levels (Chouinard & Roy, 2008; Ma & Cartwright, 2003; Watt, 2004).”
Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation (2010, background): “Females seem to display higher mathematics anxiety levels than males (Casey, Nuttall, & Pezaris, 1997; Hembree, 1990; Ma & Cartwright, 2003; OECD, 2004; Osborne, 2001), and mathematics anxiety has been observed to be more stable across time in girls than in boys (Ma & Xu, 2004).”
Mother and Child Emotions during Mathematics Homework (2008, background): “Affect has generally been broadly defined in mathematics education research, often including attitudes, beliefs, and emotions that students have toward mathematics as components of affect (e.g., Ma & Cartwright, 2003; McLeod, 1992; Walshaw & Cabral, 2005; Zan, Brown, Evans, & Hannula, 2006).”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “In a longitudinal investigation of attitudes and anxiety for students over the six years of secondary school, Ma and Cartwright (2003) observed gender differences only for MA, with the rate of anxiety for female students increasing significantly faster over time than that of male students.”
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, unknown): “…reported higher levels of math anxiety for women than for men (e.g., Ashcraft & Faust, 1994; Baloglu & Kocak, 2006; Bernstein, 1992; Betz, 1978; Else-Quest, Hyde, & Linn, 2010; Hembree, 1990; Hopko, Mahadevan, Bare, & Hunt, 2003; Hopko et al., 2003; Ma & Cartwright, 2003; Wigfield & Meece, 1988).”