| Acknowledgments | 第1-5页 |
| 摘要 | 第5-7页 |
| Abstract | 第7-11页 |
| Chapter 1 Introduction | 第11-17页 |
| ·The myth of gender | 第11-13页 |
| ·The myth of math | 第13-14页 |
| ·The myth of emotion | 第14页 |
| ·Significance of this study | 第14-15页 |
| ·Organization of the thesis | 第15-17页 |
| Chapter 2 Literature Review | 第17-34页 |
| ·Gender and gender-related issues | 第17-23页 |
| ·gender | 第17-18页 |
| ·Gender-related definitions | 第17-18页 |
| ·Gender stereotypes | 第18-20页 |
| ·Cultural difference in gender role attitude | 第20-22页 |
| ·Gender role attitudes in China | 第20-21页 |
| ·Masculinity and femininity as a cultural dimension | 第21-22页 |
| ·Gender difference in gender role attitude | 第22-23页 |
| ·Mathematic performance gap | 第23-28页 |
| ·Stereotypes of gender difference in achievement | 第23-24页 |
| ·Attribution for male and female performance | 第24-25页 |
| ·Social factors causing achievement gap | 第25-28页 |
| ·Expectancy / value model of achievement | 第25页 |
| ·The influence of parents | 第25-26页 |
| ·The influence of teachers | 第26页 |
| ·The influence of peers and neighborhood | 第26-28页 |
| ·Emotion, culture and gender | 第28-33页 |
| ·Brief introduction into emotion study | 第29页 |
| ·Gender difference in emotion experience and expression | 第29-30页 |
| ·Culture difference in emotion experience and expression | 第30-31页 |
| ·Emotion in the individualism and collectivism dimensions | 第30-31页 |
| ·Academic emotion and math performance | 第31-33页 |
| ·Theoretical synthesis and research directions | 第33-34页 |
| Chapter 3 Research Methodology | 第34-61页 |
| ·Research questions and hypotheses | 第34-36页 |
| ·Research questions and hypotheses | 第34-36页 |
| ·Research design | 第36-42页 |
| ·Participants | 第36-37页 |
| ·Instruments | 第37-42页 |
| ·Using adjective-list to test gender stereotype level | 第38-39页 |
| ·Mathematics performance test employing items from NCEE and SAT | 第39-40页 |
| ·Self-report measurement of emotion intensity through items from Academic Emotions Questionnaire—Mathematics (AEQ-M) | 第40-42页 |
| ·Data collection procedures | 第42-43页 |
| ·Pilot study | 第42页 |
| ·Distribution and collection of the questionnaires | 第42-43页 |
| ·Data analysis procedures | 第43-61页 |
| ·Cultural and gender influence on gender stereotypes level, math score and academic emotion intensity | 第43-57页 |
| ·Cultural and gender influence on gender stereotypes level | 第44-46页 |
| ·Cultural and gender influence on math score | 第46-47页 |
| ·Cultural and gender influence on academic emotion intensity | 第47-50页 |
| ·Further study of group differences and five emotions | 第50-57页 |
| ·Correlations between gender stereotypes level, math score and academic emotion intensity | 第57-59页 |
| ·Hypotheses testing | 第59-61页 |
| Chapter 4 Conclusions and Implications | 第61-66页 |
| ·Some conclusions of the present Study | 第61-63页 |
| ·Limitations and suggestions for future studies | 第63-66页 |
| ·Limitation of the survey scale | 第63页 |
| ·Limitation of methods | 第63-64页 |
| ·Limitation in measuring gender role attitudes | 第64页 |
| ·Limitation in measuring mathematic performance | 第64-66页 |
| Bibliography | 第66-75页 |
| Appendix 1 社会认知与数学能力调查 | 第75-78页 |
| Appendix 2 Survey of social cognition and math ability | 第78-82页 |
| Appendix 3: Items borrowed from AEQ-M | 第82-83页 |
