English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

espanolLa investigacion ha mostrado que las diferencias de genero en el desempeno matematico estan parcialmente predichas por aspectos socioculturales como las ideologias sexistas y los estereotipos. Se examinaron las ideologias sexistas como predictores del desempeno en pruebas estandarizadas de matematicas y el papel mediador de los estereotipos de genero y la autoeficacia matematica en esta relacion, controlando por las diferencias individuales en razonamiento abstracto. Los datos fueron analizados en muestras de estudiantes de escuelas secundarias y en estudiantes universitarias de las areas de Ciencias Sociales, Humanidades y STEM. En secundaria, los resultados mostraron el efecto indirecto esperado de los estereotipos de genero sobre el desempeno matematico a traves de la autoeficacia matematica. En las universitarias el ajuste del modelo fue menor y emergio una inesperada relacion positiva entre el sexismo hostil y el desempeno matematico en estudiantes de carreras STEM. Los resultados sugieren varios mecanismos mediante los cuales las ideologias y los estereotipos de genero afectan el desempeno matematico de las mujeres EnglishResearch has shown that gender differences in mathperformance are partially predicted by sociocultural aspects such as sexist ideologies and stereotypes. Thisstudy examined sexist ideologies as predictors of women’s performancein standardized mathtests, and the mediation role of math-gender stereotypes and mathself-efficacyon this relationship, while controlling for abstract reasoning. Data were analyzed in samples from High Schoolgirls and university women majoring in Social Sciences, Humanitiesand STEM. In secondary school, the results showed the indirect, albeit expected, effect of gender stereotypes on mathematical performance through mathematical self-efficacy. The model fit was lower at a university level, and an unexpectedly positive relationship emerged between hostile sexism and mathematical performance among STEMstudents. The results suggest several mechanisms by which gender ideologies and stereotypes affect women's mathematical performance

Expected and unexpected effects of sexism on women’s mathematics performance