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      Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

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          Abstract

          Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

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          An integrated process model of stereotype threat effects on performance.

          Research showing that activation of negative stereotypes can impair the performance of stigmatized individuals on a wide variety of tasks has proliferated. However, a complete understanding of the processes underlying these stereotype threat effects on behavior is still lacking. The authors examine stereotype threat in the context of research on stress arousal, vigilance, working memory, and self-regulation to develop a process model of how negative stereotypes impair performance on cognitive and social tasks that require controlled processing, as well as sensorimotor tasks that require automatic processing. The authors argue that stereotype threat disrupts performance via 3 distinct, yet interrelated, mechanisms: (a) a physiological stress response that directly impairs prefrontal processing, (b) a tendency to actively monitor performance, and (c) efforts to suppress negative thoughts and emotions in the service of self-regulation. These mechanisms combine to consume executive resources needed to perform well on cognitive and social tasks. The active monitoring mechanism disrupts performance on sensorimotor tasks directly. Empirical evidence for these assertions is reviewed, and implications for interventions designed to alleviate stereotype threat are discussed.
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            The Nature, Effects, and Relief of Mathematics Anxiety

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              Stereotype threat and the intellectual test performance of African Americans.

              Stereotype threat is being at risk of confirming, as self-characteristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed.
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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                03 November 2015
                2015
                : 6
                : 1597
                Affiliations
                [1] 1Department of Psychological Sciences, University of Missouri-St. Louis St. Louis, MO, USA
                [2] 2Department of Mathematics and Statistics, California State Polytechnic University, Pomona Pomona, CA, USA
                Author notes

                Edited by: Erin Anne Maloney, University of Chicago, USA

                Reviewed by: Zhe Wang, The Ohio State University, USA; Macarena Suárez Pellicioni, University of Barcelona, Spain

                *Correspondence: Bettina J. Casad casadbj@ 123456umsl.edu

                This article was submitted to Cognition, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2015.01597
                4630312
                26579000
                4119594e-8712-479c-87f5-1cb8c4e4215f
                Copyright © 2015 Casad, Hale and Wachs.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 27 June 2015
                : 02 October 2015
                Page count
                Figures: 8, Tables: 13, Equations: 0, References: 82, Pages: 21, Words: 16170
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                math anxiety,gender stereotypes,gender,parents,math education
                Clinical Psychology & Psychiatry
                math anxiety, gender stereotypes, gender, parents, math education

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