Three hundred and ninety-one children (195 girls; M_age = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.

中文翻译：

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数学态度和数学自我概念的发展：性别差异、内隐-外显分离以及与数学成绩的关系

三百九十一个孩子（195个女孩；M_岁 = 9.56 岁）参加 1 年级和 5 年级完成数学态度和数学自我概念的内隐和外显测量。获得了数学成绩。多层次分析表明，一年级女生对数学抱有强烈的消极内隐态度，尽管在数学成绩上没有性别差异，也没有自我报告的（外显的）数学积极性。显性测量显着预测数学成绩，而内隐态度则解释了男孩的额外差异。内隐（女孩的消极性）和外显（女孩和男孩的积极性）效应之间的对比表明儿童的内隐-外显分离，这也在成人中观察到。早期出现的内隐态度可能是后来发展对数学的外显态度和信念的基础。