Understanding why women are consistently underrepresented in STEM fields has been a constant puzzle, with a consistent feature of the puzzle being performance in math. This study uses data from TIMSS exams to investigate cross-national gender differences in math-related affect, more precisely liking mathematics, confidence in mathematics, and valuing mathematics. We compared fourth and eighth graders to track any differences in these gender-related affective characteristics. Our findings suggest that despite the variability and some changes to the magnitude and direction of gender differences in math affect, boys and girls are similar. We also found that cross-national sociocultural, political, and educational equality of adults does not necessarily predict positive affect for both genders. In fact, the researchers found that some countries with a smaller adult gender gaps have students with higher gender differences in mathematics-relevant affect.

中文翻译：

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性别，情感和数学：2015年国际数学和科学研究趋势的跨国荟萃分析

理解为什么女性在STEM领域的代表性始终不足的问题一直是一个难题，而难题的一贯特点就是数学表现。这项研究使用TIMSS考试中的数据来调查跨国性别在数学相关影响方面的差异，更确切地说是喜欢数学，对数学的信心以及对数学的评价。我们比较了四年级和八年级学生，以追踪这些与性别相关的情感特征的差异。我们的发现表明，尽管数学影响中的性别差异具有可变性和大小和方向的某些变化，但男孩和女孩却相似。我们还发现，成年人的跨国社会文化，政治和教育平等并不一定预示着对男女的积极影响。事实上，