The findings of Chatard (2007) indicated that gender stereotypes affected which aspect of students' performance?

The findings of Chatard (2007) specifically highlighted how gender stereotypes influenced students' recollection of their test scores rather than their actual performance. This means that students might have perceived their abilities or performances differently based on the stereotypes associated with their gender. When it comes to academic situations, these stereotypes can lead to misremembering or downplaying one's achievements, thereby affecting one’s self-efficacy and confidence.

In contrast, the other options pertain to performance measures that are less directly linked to how stereotypes might shape personal recollections or perceptions. Actual test scores refer to the objective data of performance, while understanding mathematical concepts and general academic performance encompass broader educational outcomes that aren't specifically tied to how individuals recall their own results. Therefore, the focus of the study on the impact of gender stereotypes aligns most closely with the aspect of recollection of test scores.