This research had generated insight in the relation between math anxiety of parents and teachers and genderstereotyped thinking of parents, teachers and pupils on pupils’ math performance. In total...Show moreThis research had generated insight in the relation between math anxiety of parents and teachers and genderstereotyped thinking of parents, teachers and pupils on pupils’ math performance. In total 42 teachers (nwomen = 30), 279 pupils (ngirls = 156) and 206 parents (nmothers = 188) participated during this research. The pupils have been asked to fill in a questionnaire based on the Student Attitude Questionnaire. For the parents and the teachers this questionnaire was expanded with the Math Attitude Scale. There was also asked for pupils’ math skills from the Leerlingvolgsysteem. The first result showed that boys were better in math than girls (p = .03). Secondly no relation was found between teachers’ math anxiety (p = .41) and genderstereotyped thinking of teachers (p = .58) and pupils (p = .45) on pupils’ math performance. The same relations were found for male and female teachers on pupils’ math performance. Opposed to this, parents’ math anxiety had a negative relation with pupils’ math performance (p = .01), but the genderstereotyped thinking of parents (p = .75) and pupils (p = .70) did not predict pupils’ math performance. In conclusion, the influence of parents on pupils’ math performance is larger compared to the influence of teachers. For further research is suggested to include more male teachers and fathers. In addition, it would be interesting to investigate the difference between male and female pupils and the input of pupils own math anxiety to get insight in their own influence on their math performance.Show less
