TABLE 1.

Descriptive values for misconception items and scale reliabilities of the MGMQ.

Empathizing-systemizing (ES): ω = 0.88; asymptotic ω = 0.90	Agreement rates (min. = 0, max. = 1)	Response certainty (min. = 0, max. = 4)	Misconception scorea (min. = −4, max. = +4)	Item-total correlation (min. = 0, max. = 1)
ES1: As girls think rather empathically and boys think rather systematically, boys are on average more talented in math than girls	0.32	2.50 (0.94)	−1.30 (2.33)	0.57
ES2: Mathematical relationships are usually easier to understand for boys than girls, because boys think in more systematic contexts	0.39	2.31 (0.92)	−0.65 (2.40)	0.74
ES3: As boy, more likely think in systematic categories, they fulfill more cognitive prerequisites for math than girls do	0.39	2.22 (1.00)	−0.73 (2.33)	0.75
ES4: Female empathy makes it easier for girls to deal with people, while boys are usually more gifted in systematic thinking and thus in math	0.49	2.50 (0.97)	−0.28 (2.67)	0.77
ES5: On average, girls think more empathically than boys do, while boys are more talented in systematic thinking and thus also in math	0.44	2.34 (0.99)	−0.53 (2.49)	0.81
Girls’ compensation (GC): ω = 0.76; asymptotic ω = 0.91
GC1: Mathematical content often comes easily to boys, while girls on average have to make more effort	0.14	2.76 (0.86)	−2.16 (1.93)	0.58
GC2: Girls normally have to work harder to perform as well in math as boys	0.23	2.63 (0.83)	−1.60 (2.25)	0.61
GC3: Girls compensate for their usually less aptitude in math compared to boys by being more diligent	0.48	2.36 (0.91)	−0.19 (2.52)	0.46
GC4: Girls usually need additional help to perform on par with boys in math	0.14	2.61 (0.98)	−1.96 (1.98)	0.54
GC5: To achieve equally good grades in math, boys have to make less effort because they are more talented than girls are	0.17	2.67 (0.98)	−1.97 (2.05)	0.71
Girls’ non-compensability (GN): ω = 0.72; asymptotic ω = 0.68
GN1: Since girls are on average less mathematically gifted, they should be assessed with different criteria than boys	0.05	3.34 (0.87)	−3.10 (1.53)	0.56
GN2: Girls should be rewarded with good grades for their stronger efforts in math, as they are not naturally as good at math as boys	0.08	3.08 (0.98)	−2.74 (1.71)	0.62
GN3: If the top of the class in math is a boy, it is because, in addition to his effort, he possesses a natural talent in math that diligent girls often lack	0.18	2.80 (1.01)	−2.08 (2.14)	0.47
GN4: Girls cannot fully compensate for their lack of aptitude for math with their on average greater diligence	0.14	2.72 (0.89)	−2.11 (1.93)	0.45
GN5: Despite their on average stronger effort, girls are normally less proficient in math than boys	0.21	2.56 (0.97)	−1.67 (2.17)	0.43
All items: ω = 0.82; asymptotic ω = 0.69

Agreement rates represent the proportion of participants agreeing statement. Descriptive values for response certainty and misconception scores represent means and standard deviations (in parentheses).

^aCalculated by converting agreement into +1 and disagreement into –1, then multiplied with response certainty.