Math anxiety is a negative affective reaction in situations concerning mathematics and is related to poor math performance and a lower mathematical self-concept. Gender differences appear in math anxiety even though gender differences in math abilities are non-existent or minimal in effect size. In the present study, gender and age differences in math anxiety, mental-rotation performance, and perceived mental-rotation performance are investigated as well as (perceived) mental-rotation performance as possible mediators of the relation between gender and math anxiety. Ninety-seven children (54 females) between 11 and 15 years and 84 undergraduate students (59 females) solved a mental-rotation test, rated their performance in this test, and filled out a questionnaire about math anxiety. Increasing gender differences with age were found for math anxiety, mental-rotation performance, and perceived mental-rotation performance. Mental-rotation performance and perceived mental-rotation performance were significant individual mediators for gender differences in math anxiety. Adequate measures should be discussed to enhance females’ mental-rotation abilities and their perception of these skills to reduce gender differences in math anxiety.

数学焦虑是数学情境中的消极情感反应，与数学成绩差和数学自我概念低下有关。尽管数学能力的性别差异不存在或影响大小很小，但性别差异出现在数学焦虑中。在本研究中，调查了数学焦虑、心理旋转表现和感知心理旋转表现的性别和年龄差异，以及（感知到的）心理旋转表现作为性别和数学焦虑之间关系的可能中介因素。97 名 11 至 15 岁的儿童（54 名女性）和 84 名本科生（59 名女性）完成了心理旋转测试，评估了他们在该测试中的表现，并填写了一份关于数学焦虑的问卷。发现随着年龄的增长，数学焦虑、心理旋转表现和感知心理旋转表现的性别差异越来越大。心理旋转表现和感知心理旋转表现是数学焦虑性别差异的显着个体中介因素。应该讨论适当的措施来提高女性的心理旋转能力和她们对这些技能的感知，以减少数学焦虑的性别差异。