Dario Cvencek, Elizabeth A Sanders, M Francisca Del Río, María Inés Susperreguy, Katherine Strasser, Ružica Brečić, Dora Gaćeša, David Skala, Carlo Tomasetto, Silvia Galdi, Mara Cadinu, Manu Kapur, Maria Chiara Passolunghi, Tania I Rueda Ferreira, Alberto Mirisola, Beatrice Mariani, Andrew N Meltzoff
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引用次数: 0
Abstract
Based on data for N = 2,756 children (1,410 girls; Mage = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math achievement, favoring boys over girls (Trends in International Mathematics and Science Study Grade 4). Three novel findings emerged. First, girls' results from a Child Implicit Association Test showed that implicit associations linking boys with math and girls with reading were positively related to both national male advantages in socioeconomic standing and national boy advantages in Trends in International Mathematics and Science Study. Second, these relations were obtained for implicit but not explicit measures of children's beliefs linking gender and academic subjects. Third, implicit associations linking gender to academic subjects increased significantly as a function of children's age. We propose a psychological account of why national gender disparities are likely to influence children's developing implicit associations about gender and academic subjects, especially for girls. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
本研究基于来自五个国家 16 个数据集的 N = 2,756 名儿童（1,410 名女孩；年龄 = 8.10 岁）的数据，调查了国家性别差异与儿童对性别和学科的看法之间的关系。其中一个国家层面的性别差异涉及社会经济地位的不平等，即成年男性优于女性（联合国人类发展指数）。另一个国家级别的性别差异涉及标准化数学成绩的差距，即男孩优于女孩（国际数学和科学趋势研究四年级）。有三项新发现。首先，女孩的儿童内隐联想测验结果显示，将男孩与数学、女孩与阅读联系起来的内隐联想与全国男性在社会经济地位方面的优势以及全国男孩在国际数学和科学研究趋势方面的优势呈正相关。其次，这些关系是在儿童将性别与学科联系起来的信念的内隐测量中获得的，而不是在外显测量中获得的。第三，将性别与学科联系起来的内隐联系随着儿童年龄的增长而显著增加。我们从心理学角度解释了为什么国家性别差异可能会影响儿童（尤其是女孩）对性别和学科的内隐联想的发展。 (PsycInfo Database Record (c) 2024 APA, all rights reserved)。
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
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