Gender Differences in High School Students' Perceived Values and Costs of Learning Chemistry

Autor/inn/en	Gong, Xiaoyang; Bergey, Bradley W.; Jin, Ying; Mao, Kexin; Cheng, Yan
Titel	Gender Differences in High School Students' Perceived Values and Costs of Learning Chemistry
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 1, S.203-216 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gong, Xiaoyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d2rp00169a
Schlagwörter	Gender Differences; High School Students; Chemistry; Science Instruction; Value Judgment; Social Influences; Foreign Countries; Grade 10; Grade 11; Aesthetics; Knowledge Level; Student Interests; Job Skills; China; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Werturteil; Sozialer Einfluss; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Ästhetik; Wissensbasis; Studieninteresse; Produktive Fertigkeit
Abstract	Students' perceived values and costs of learning chemistry influence their performance and intentions of choosing chemistry-related majors or careers. Based on Situated Expectancy-Value Theory, this study adopted a mixed method approach to examine the conceptualization of values and costs among Chinese high school students and identify their relations with chemistry test performance across gender. Qualitative content analyses revealed that students' perceived values for chemistry could be categorized into five broad categories: utility value, epistemic value, intrinsic value, aesthetic value, and social value. Chi-square tests and multidimensional scaling revealed that boys and girls perceived values and costs in different ways: relational utility value was more salient to boys while practical utility value and epistemic value were more salient to girls; Girls perceived greater distinctions among different types of values (i.e., epistemic- and emotional-related values) and costs (i.e., emotional and ego cost) than boys. Independent t tests showed that boys reported mostly higher values and lower costs than girls. Hierarchical multiple regression found that gender, intrinsic value, social value and cost significantly predicted students' chemistry exam scores. In addition, the interaction between gender and social value was identified. This study highlights the complexity of perceived values and costs of learning chemistry and provide implications for developing activities or interventions that foster student engagement in chemistry learning. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01