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首页> 外文期刊>Proceedings of the National Academy of Sciences of the United States of America >Female teachers' math anxiety affects girls' math achievement
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Female teachers' math anxiety affects girls' math achievement

机译:女老师的数学焦虑影响女孩的数学成绩

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People's fear and anxiety about doing math-over and above actual math ability-can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.
机译:人们对超出实际数学能力的数学的恐惧和焦虑可能会阻碍他们的数学成绩。我们表明,当数学焦虑者是小学女教师时,他们的数学焦虑对其女学生的数学成绩产生负面影响。在美国,早期的小学教师几乎全部是女性(> 90%),并且我们通过女孩对谁擅长数学的信念提供了证据,表明这些女教师的焦虑与女孩的数学成就有关。一年级和二年级的女老师完成了对数学焦虑的测量。还评估了这些教师教室中学生的数学成绩。在学年开始时,教师的数学焦虑与学生的数学成绩之间没有关系。然而,到学年末,对数学的焦虑越多,女孩(而不是男孩)越倾向于认可“男孩擅长数学,而女孩擅长阅读”这一普遍的刻板印象,而较低的则越低。这些女孩的数学成就。确实,到学年末,赞同这种刻板印象的女孩的数学成绩明显比不赞同和整体上比男孩差。在几乎所有教师都是女性的小学阶段,教师的数学焦虑会影响女孩对谁擅长数学的信念,从而对女孩的数学成就产生影响。

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