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Gender disparities in STEM (Science, Technology, Engineering, and Mathematics) fields remain a significant challenge, with women often underrepresented. Spatial abilities, particularly mental rotation (MR), are crucial for success in STEM, yet significant gender differences in these skills persist. This research aims to explore the factors contributing to these differences, focusing on emotional reactivity, self-concept, anxiety, and their impact on performance in mathematical and spatial tasks among primary school children. This research synthesizes findings from three related studies involving N=303 primary school students, consisting of 146 girls and 155 boys with a mean age=8.70 (SD=1.11) years. Data were collected through standardized questionnaires assessing self-concept, spatial and maths anxiety, and preferences for STEM subjects. Cognitive performance was evaluated using a computerized, novel Mental Rotation Task (nMRT) incorporating gender-congruent and neutral stimuli and various maths tasks correlating with mental rotation. Physiological responses were measured using galvanic skin response (GSR) to assess the impact of emotional reactivity on task performance. All data were collected in the classroom environment to increase ecological validity and generalizability of findings. Across studies, girls demonstrated higher maths and spatial anxiety, lower maths self-concept, and a lower preference for maths as a STEM subject compared to boys. These factors were significantly associated with performance differences in both maths and MR tasks. Higher emotional reactivity, as evidenced by GSR, and increased response time were associated with better scores on difficult items, that is, abstract stimuli rotated in-depth. Emotional reactivity also affected maths task completion times, with girls demonstrating lower physiological arousal linked to shorter processing time. Gender, subject preference, math self-concept and anxiety levels emerged as significant predictors of task performance on both maths and spatial tasks. The results underscore the influence of self concept, anxiety and physiological responses on cognitive performance, highlighting significant gender differences. Girls demonstrated higher subjective anxiety and physiological arousal during maths tasks. However, in the same group, lower emotional reactivity and maths anxiety served as protective influences, leading to improved scores and shorter completion times. Moreover, girls and tweens demonstrated lower maths self-concept and preference for maths, indicating that stereotype effects are already impacting their interest during primary school. These findings suggest that psychological factors play a crucial role in learning outcomes, particularly in STEM subjects. This integrated research contributes to a deeper understanding of how psychological factors such as self-concept, subjective anxiety but also physiological arousal and subject preferences affect mathematical and spatial performance in primary school children. The findings have practical implications for educators and policymakers, advocating for the development of strategies to enhance self-concept, manage anxiety and support emotional regulation, particularly in girls, fostering a supportive learning environment that mitigates the impact of stereotype threat. Enhanced self-efficacy and reduced anxiety thereby increase the likelihood of their engagement with maths, subsequently improving their performance and expanding their future career options
in STEM fields.
Reducing gender bias in STEM is key to generating more equality and contributing to a more balanced workforce in this field. Spatial ability and its components are cognitive processes crucial to success in STEM education and careers. Significant gender differences have consistently been found in mental rotation (MR), the ability to mentally transform two- and three-dimensional objects. The aim of this pilot study is to examine factors in psychological assessment which may contribute to gender differences in MR performance. Moreover, findings will inform the development of the new approaches to assessment using computer adaptive testing (CAT). (1) Background: The study examines the impact of emotional regulation on MR performance in primary school children whose mean age was 9.28 years old. (2) Methods: Skin conductance was measured to assess the impact of emotional reactivity (ER) on performance during an MR task. (3) Results: Patterns of ER influence response time (RT) on specific items in the task. (4) Conclusions: Identifying the effects of emotional arousal and issues of test construction such as stereotyped stimuli and item difficulty in tests of spatial ability warrants ongoing investigation. It is vital to ensure that these factors do not compromise the accurate measurement of performance and inadvertently contribute to the gender gap in STEM.