In this study, we investigated how gender and implicit theories of mathematics and science abilities interacted to predict mathematics and science achievements in a sample of elementary (primary) school students from the United States. Study participants came from six elementary schools (Grades 2 to 5) and were a part of a larger sample that participated in the Gifted Education in Mathematics and Science (GEMS) Project. We observed that, overall, boys had higher mathematics and science achievements than girls. Such gender differences were particularly significant among the 3rd and 4th graders. Moreover, there was a novel and yet consistent pattern of gender x implicit theories interaction effect on the achievements of the 3rd graders, such that boys had higher mathematics and science achievements than girls only when they endorsed strong incremental theories of mathematics and science abilities, but not when they endorsed weak incremental theories. The results demonstrate the importance of paying attention to early gender differences in mathematics and science achievements, particularly at transitional grades. The study also stimulates further investigations on how implicit theories of ability moderate such gender differences.

在这项研究中，我们调查了来自美国小学（小学生）样本中性别和数学与科学能力的内隐理论如何相互作用以预测数学和科学成就。研究参与者来自六所小学（2至5年级），是参与数学和科学资优教育（GEMS）项目的较大样本的一部分。我们观察到，总体而言，男孩比女孩具有更高的数学和科学成就。这种性别差异在三年级和四年级学生中尤为明显。此外，性别x内隐理论互动对三年级学生的成就产生了新颖且一致的模式，这样，只有当男孩们认可强大的数学和科学能力理论时，男孩才比女孩具有更高的数学和科学成就，而当他们认可弱势的增量理论时，男孩才具有更高的数学和科学成就。结果表明，在数学和科学成就中，特别是在过渡年级上，要注意早期性别差异的重要性。该研究还激发了关于隐性能力理论如何缓解这种性别差异的进一步研究。