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Mindful Learning: A Moderator of Gender Differences in Mathematics Performance
Journal of Adult Development
Format: Journal Article
Publication Year: 2008
Pages: 132 - 139
Source ID: shanti-sources-81776
Abstract: Past research has demonstrated that males outperform females in mathematics (Hyde, J. S., Fennema, E., & Lamon, S. J., Psychol Bull 107:139-155, ). Research has also shown that encouraging mindful learning-learning information in a conditional rather than an absolute way-can increase mathematics performance in females (Ritchhart, R., & Perkins, D. N., J Social Issues 56:27-47, ). This paper examines the moderating role of mindful learning for gender differences, by manipulating mindful learning for females' and males' performance on a novel math task. The results from this study show that males performed better than females when mindful learning was not encouraged (absolute instruction), but males and females performed equally well when mindful learning was encouraged (conditional instruction). Thus we find that mindful learning moderates gender differences in math performance. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Adult Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)