1Department of Empirical Educational Research, University of Konstanz.
Psychol Sci. 2013 Oct;24(10):2079-87. doi: 10.1177/0956797613486989. Epub 2013 Aug 28.
Two studies were conducted to examine gender differences in trait (habitual) versus state (momentary) mathematics anxiety in a sample of students (Study 1: N = 584; Study 2: N = 111). For trait math anxiety, the findings of both studies replicated previous research showing that female students report higher levels of anxiety than do male students. However, no gender differences were observed for state anxiety, as assessed using experience-sampling methods while students took a math test (Study 1) and attended math classes (Study 2). The discrepant findings for trait versus state math anxiety were partly accounted for by students' beliefs about their competence in mathematics, with female students reporting lower perceived competence than male students despite having the same average grades in math. Implications for educational practices and the assessment of anxiety are discussed.
两项研究旨在考察学生样本中特质（习惯性）和状态（瞬时）数学焦虑的性别差异（研究 1：N = 584；研究 2：N = 111）。对于特质数学焦虑，两项研究的结果都复制了先前的研究，表明女学生比男学生报告更高水平的焦虑。然而，在学生参加数学考试（研究 1）和上数学课（研究 2）时使用经验抽样法评估状态焦虑时，没有观察到性别差异。特质和状态数学焦虑的不一致发现部分归因于学生对自己数学能力的信念，尽管女学生的数学平均成绩与男学生相同，但她们报告的感知能力却较低。讨论了对教育实践和焦虑评估的影响。
