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Gender Differences in Confidence during Number-Line Estimation

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Title: Gender Differences in Confidence during Number-Line Estimation
Language: English
Authors: Rivers, Michelle L. (ORCID 0000-0002-4931-2895), Fitzsimmons, Charles J., Fisk, Susan R., Dunlosky, John, Thompson, Clarissa A. (ORCID 0000-0001-8758-3218)
Source: Grantee Submission. 2021 16:157-178.
Peer Reviewed: Y
Page Count: 23
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160295
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Gender Differences, Spatial Ability, Number Concepts, Computation, Self Concept, Predictor Variables, Mathematics Skills, Mathematics Achievement, Elementary School Students, Adults
DOI: 10.1007/s11409-020-09243-7
Abstract: Prior research has found gender differences in spatial tasks in which men perform better, and are more confident, than women. Do gender differences also occur in people's confidence as they perform number-line estimation, a common spatial-numeric task predictive of math achievement? To investigate this question, we analyzed outcomes from six studies (N = 758 girls/women and boys/men with over 20,000 observations; grades 1-5 and adults) that involved a similar method: Participants estimated where a provided number (e.g., ¾, 37) was located on a bounded number line (e.g., 0-1; 0-100), then judged their confidence in that estimate. Boys/men were more precise (g = 0.52) and more confident (g = 0.30) in their estimates than were girls/women. Linear mixed model analyses of the trial-level data revealed that girls'/women's estimates had about 31% more error than did boys'/men's estimates, and even when controlling for precision, girls/women were about 7% less confident in their estimates than were boys/men. These outcomes should encourage researchers to consider gender differences for studies on math cognition and provide pathways for future research to address potential mechanisms underlying the present gender gaps. [This article was published in "Metacognition and Learning" (EJ1289459).]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: ED617482
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Rivers%2C+Michelle+L%2E%22">Rivers, Michelle L.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4931-2895">0000-0002-4931-2895</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fitzsimmons%2C+Charles+J%2E%22">Fitzsimmons, Charles J.</searchLink><br /><searchLink fieldCode="AR" term="%22Fisk%2C+Susan+R%2E%22">Fisk, Susan R.</searchLink><br /><searchLink fieldCode="AR" term="%22Dunlosky%2C+John%22">Dunlosky, John</searchLink><br /><searchLink fieldCode="AR" term="%22Thompson%2C+Clarissa+A%2E%22">Thompson, Clarissa A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8758-3218">0000-0001-8758-3218</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2021 16:157-178.
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  Data: 23
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  Data: 10.1007/s11409-020-09243-7
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  Label: Abstract
  Group: Ab
  Data: Prior research has found gender differences in spatial tasks in which men perform better, and are more confident, than women. Do gender differences also occur in people's confidence as they perform number-line estimation, a common spatial-numeric task predictive of math achievement? To investigate this question, we analyzed outcomes from six studies (N = 758 girls/women and boys/men with over 20,000 observations; grades 1-5 and adults) that involved a similar method: Participants estimated where a provided number (e.g., ¾, 37) was located on a bounded number line (e.g., 0-1; 0-100), then judged their confidence in that estimate. Boys/men were more precise (g = 0.52) and more confident (g = 0.30) in their estimates than were girls/women. Linear mixed model analyses of the trial-level data revealed that girls'/women's estimates had about 31% more error than did boys'/men's estimates, and even when controlling for precision, girls/women were about 7% less confident in their estimates than were boys/men. These outcomes should encourage researchers to consider gender differences for studies on math cognition and provide pathways for future research to address potential mechanisms underlying the present gender gaps. [This article was published in "Metacognition and Learning" (EJ1289459).]
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        Value: 10.1007/s11409-020-09243-7
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      – Text: English
    PhysicalDescription:
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        PageCount: 23
        StartPage: 157
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Spatial Ability
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      – SubjectFull: Number Concepts
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