“Sex differences in mathematics anxiety and attitudes: Concurrent and longitudinal relations to mathematical competence”: Correction to Geary et al. (2019)

• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 112, Nº. 2, 2020, pág. 287
• Idioma: inglés
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• Resumen

  • Reports an error in "Sex differences in mathematics anxiety and attitudes: Concurrent and longitudinal relations to mathematical competence" by David C. Geary, Mary K. Hoard, Lara Nugent, Felicia Chu, John E. Scofield and Dana Ferguson Hibbard (Journal of Educational Psychology, 2019[Nov], Vol 111[8], 1447-1461). In the article there was a coding error for the simultaneous multi-sample path analyses, resulting in incorrect paths for Figure 3 and Figure 4. The first sections in the Table show the correct standardized paths, constraining the first three paths to equality as in the original. For the record, the second sections show the same paths without equality constraints. The results are the same for both analyses and the main findings of the study are not changed. (The following abstract of the original article appeared in record 2019-12585-001.) Sex differences in the strength of the relations between mathematics anxiety, mathematics attitudes, and mathematics achievement were assessed concurrently in sixth grade (n = 1,091, 545 boys) and longitudinally from sixth to seventh grade (n = 190, 97 boys). Mathematics anxiety was composed of two facets, one associated with evaluations and the other for learning more generally. Girls had higher mathematics anxiety for evaluations than did boys (ds = −.30 to −.52), but not for mathematics learning. In sixth grade, the negative correlation between mathematical competence and mathematics anxiety for evaluations was stronger in girls than in boys. Longitudinally, higher mathematical competence in sixth grade was associated with lower mathematics anxiety for evaluations and better mathematics attitudes in seventh grade for girls but not for boys. The key finding is that adolescent girls’ mathematics anxiety and their attitudes toward mathematics are more reflective of their actual mathematical competence than they are for boys. One implication is that relative to boys with low mathematics achievement, girls with low achievement are at higher risk of developing mathematics anxiety and poor attitudes toward mathematics. (PsycINFO Database Record (c) 2020 APA, all rights reserved)