View in EDS

Gender Differences in Computation Strategies: Evidence across Adolescent and Adult Samples

Saved in:
Bibliographic Details
Title: Gender Differences in Computation Strategies: Evidence across Adolescent and Adult Samples
Language: English
Authors: Martha B. Makowski (ORCID 0000-0002-1015-3735), Sarah T. Lubienski (ORCID 0000-0002-0162-0733), Colleen M. Ganley (ORCID 0000-0002-8902-9189), Iwan Andi Jonri Sianturi (ORCID 0000-0003-0770-9349), Sara A. Hart (ORCID 0000-0001-9793-0420)
Source: British Journal of Educational Psychology. 2026 96(2):702-732.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 31
Publication Date: 2026
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Gender Differences, Computation, Thinking Skills, Adolescents, Adults, Cognitive Style, Algorithms, Mathematics Skills, High School Students, Mathematics Tests, Test Anxiety, Problem Solving, Self Efficacy, Teacher Student Relationship
DOI: 10.1111/bjep.70047
ISSN: 0007-0998
2044-8279
Abstract: Background: On computation items, young girls tend to use algorithmic approaches more than boys do. However, it is unclear whether these patterns persist as students progress into adulthood. Aims: In two independent studies using different measures, we examine gender differences in computation strategy use in adolescents (Study 1) and adults (Study 2). We explore factors that might explain differences, and whether they relate to gender differences in math performance. Samples: Study 1 uses data from students at a U.S. public high school (n = 213; 54.5% female). Study 2 uses data from U.S. adults (n = 810; 58.6% women). Methods: Participants completed computation items, math performance measures and measures commonly found to relate to both gender and math. The unique relations between algorithm use, gender and math performance were examined while accounting for key covariates. Results: Girls and women used an algorithm more often than their male counterparts, as did people with lower mental rotation skills and higher teacher-pleasing tendencies (Study 1) and higher test anxiety (Study 2). After including covariates, the gender difference in algorithm use decreased in Study 1 but not in Study 2. Across both studies, girls and women, and those who use algorithms more, had lower performance on problem-solving measures, as did those with higher teacher-pleasing tendencies and lower confidence (Study 1) and lower math anxiety (Study 2). Conclusions: Gendered patterns in algorithm use within older samples and the negative relation of algorithm use with math performance point to the need for renewed focus on developing children's computational approaches.
Abstractor: As Provided
Notes: https://osf.io/9t674
Entry Date: 2026
Accession Number: EJ1505292
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1505292
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Gender Differences in Computation Strategies: Evidence across Adolescent and Adult Samples
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Martha+B%2E+Makowski%22">Martha B. Makowski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1015-3735">0000-0002-1015-3735</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+T%2E+Lubienski%22">Sarah T. Lubienski</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0162-0733">0000-0002-0162-0733</externalLink>)<br /><searchLink fieldCode="AR" term="%22Colleen+M%2E+Ganley%22">Colleen M. Ganley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8902-9189">0000-0002-8902-9189</externalLink>)<br /><searchLink fieldCode="AR" term="%22Iwan+Andi+Jonri+Sianturi%22">Iwan Andi Jonri Sianturi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0770-9349">0000-0003-0770-9349</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+A%2E+Hart%22">Sara A. Hart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9793-0420">0000-0001-9793-0420</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2026 96(2):702-732.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 31
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Computation%22">Computation</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Algorithms%22">Algorithms</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjep.70047
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0007-0998<br />2044-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: On computation items, young girls tend to use algorithmic approaches more than boys do. However, it is unclear whether these patterns persist as students progress into adulthood. Aims: In two independent studies using different measures, we examine gender differences in computation strategy use in adolescents (Study 1) and adults (Study 2). We explore factors that might explain differences, and whether they relate to gender differences in math performance. Samples: Study 1 uses data from students at a U.S. public high school (n = 213; 54.5% female). Study 2 uses data from U.S. adults (n = 810; 58.6% women). Methods: Participants completed computation items, math performance measures and measures commonly found to relate to both gender and math. The unique relations between algorithm use, gender and math performance were examined while accounting for key covariates. Results: Girls and women used an algorithm more often than their male counterparts, as did people with lower mental rotation skills and higher teacher-pleasing tendencies (Study 1) and higher test anxiety (Study 2). After including covariates, the gender difference in algorithm use decreased in Study 1 but not in Study 2. Across both studies, girls and women, and those who use algorithms more, had lower performance on problem-solving measures, as did those with higher teacher-pleasing tendencies and lower confidence (Study 1) and lower math anxiety (Study 2). Conclusions: Gendered patterns in algorithm use within older samples and the negative relation of algorithm use with math performance point to the need for renewed focus on developing children's computational approaches.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://osf.io/9t674
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505292
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505292
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.70047
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 702
    Subjects:
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Computation
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Algorithms
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
    Titles:
      – TitleFull: Gender Differences in Computation Strategies: Evidence across Adolescent and Adult Samples
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Martha B. Makowski
      – PersonEntity:
          Name:
            NameFull: Sarah T. Lubienski
      – PersonEntity:
          Name:
            NameFull: Colleen M. Ganley
      – PersonEntity:
          Name:
            NameFull: Iwan Andi Jonri Sianturi
      – PersonEntity:
          Name:
            NameFull: Sara A. Hart
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0007-0998
            – Type: issn-electronic
              Value: 2044-8279
          Numbering:
            – Type: volume
              Value: 96
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: British Journal of Educational Psychology
              Type: main
ResultId 1