There are consistent correlations between mathematics achievement, attitudes, and anxiety, but the longitudinal relations among these constructs are not well understood nor are sex differences in these relations. To address this gap, mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from 7th to 9th grade, inclusive, and Latent Growth Curve Models were used to assess the relations among these traits and developmental change in them. Spatial abilities (7th, 8th grade) and trait anxiety (8th, 9th grade) were also assessed and used for control for sex differences in these traits. Overall, boys had stronger spatial abilities and more positive mathematics attitudes and were less anxious than girls, but there were no sex differences in mathematics achievement. Across grades, mathematics achievement improved, attitudes became less positive, and anxiety increased for both boys and girls. Higher than average cross-grade growth in mathematics achievement mitigated boys' developmental declines in mathematics attitudes and increases in anxiety. Girls with strong spatial abilities had lower mathematics anxiety, but girls overall maintained higher mathematics anxiety and less positive mathematics attitudes relative to boys, even when they showed strong cross-grade gains in mathematics achievement. The study demonstrated that longitudinal gains in mathematics are associated with cross-grade changes in attitudes and anxiety but with several different developmental patterns for boys and girls.

中文翻译：

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数学成绩、态度和焦虑之间关系的性别差异和相似性：七至九年级的纵向研究。

数学成绩、态度和焦虑之间存在一致的相关性，但这些结构之间的纵向关系尚不清楚，这些关系中的性别差异也不清楚。为了解决这一差距，我们对 342 名 7 至 9 年级青少年（包括 169 名男孩）的数学成绩、态度和焦虑进行了纵向评估，并使用潜在生长曲线模型来评估这些特征及其发育变化之间的关系。还评估了空间能力（七年级、八年级）和特质焦虑（八年级、九年级），并用于控制这些特质的性别差异。总体而言，男孩比女孩具有更强的空间能力和更积极的数学态度，并且焦虑程度更低，但数学成绩不存在性别差异。在各个年级，男孩和女孩的数学成绩都有所提高，态度变得不那么积极，焦虑感也有所增加。数学成绩的跨年级增长高于平均水平，缓解了男孩数学态度的发展下降和焦虑的增加。空间能力强的女孩的数学焦虑较低，但相对于男孩，女孩总体上保持着较高的数学焦虑和较不积极的数学态度，即使她们在数学成绩方面表现出强劲的跨年级进步。研究表明，数学的纵向进步与态度和焦虑的跨年级变化有关，但与男孩和女孩的几种不同的发展模式有关。