Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

Front Psychol · 2015 · PMC4630312 · PMID 26579000

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a marginal trendno p-value reported

There is a marginal trend for boys, but it did not reach significance at the 0.05 level for a two-tailed test ( p = 0.076).

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marginally significantno p-value reported

The two-way interaction model showed a marginally significant relationship only for the Mother-Daughter dyad that indicated the lower daughters' math anxiety, the higher their math behavioral intentions particularly if their mothers had lower math anxiety (β = 0.251, p = 0.054, see Figure 3 ), providing some support for Hypotheses 2 and 3a.

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