University of Washington.
University of Zagreb.
Child Dev. 2021 Sep;92(5):e940-e956. doi: 10.1111/cdev.13523. Epub 2021 Feb 19.
Three hundred and ninety-one children (195 girls; M = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit-explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.
391 名儿童（195 名女孩；M=9.56 岁）参加了 1 年级和 5 年级的内隐和外显数学态度和数学自我概念的测试。同时获得了他们的数学成绩。多层次分析表明，尽管女孩的数学成绩和自我报告（外显）对数学的积极程度没有性别差异，但一年级女孩对数学持有强烈的消极内隐态度。外显测量显著预测了数学成绩，而内隐态度则解释了男孩的额外差异。内隐（女孩的消极）和外显（女孩和男孩的积极）效应之间的对比表明，儿童存在内隐-外显分离，这在成年人中也有观察到。早期出现的内隐态度可能是后来发展出的关于数学的外显态度和信念的基础。
