Academic Effort and Achievement in Science: Beyond a Gendered Relationship

Autor/inn/en	Adamuti-Trache, Maria; Sweet, Robert
Titel	Academic Effort and Achievement in Science: Beyond a Gendered Relationship
Quelle	In: Research in Science Education, 43 (2013) 6, S.2367-2385 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-013-9362-1
Schlagwörter	Educational Indicators; Homework; Gender Differences; Immigrants; Science Achievement; Scientific Literacy; Predictor Variables; Student Behavior; Student Attitudes; Personality Traits; Comparative Analysis; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Hausaufgabe; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Prädiktor; Student behaviour; Schülerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Ausland; Kanada
Abstract	This study employs the 2004 School Achievement Indicators Program (SAIP) data to examine whether academic effort manifested by greater investments in school and homework does result in higher literacy scores in science for Canadian students. The study compares four gender-immigrant profiles: Canadian-born males, immigrant males, Canadian-born females, and immigrant females on their scores on teacher-assigned grades in science and on the SAIP science literacy test, and across a range of dispositions, beliefs, and behaviors suggested in the literature as predictive of achievement in science. Study findings show that Canadian-born students, particularly boys, have higher performance in the science literacy test despite their lower achievement in the science classroom and the least investments of time in doing science homework. In contrast, immigrant female students demonstrate the highest academic effort and achievement in science courses which are not matched by similar results in the science literacy test. We discuss these results in relation to different socialization experiences with science and technology that limit female and immigrant students' abilities to transfer knowledge to new situations that have not been learned in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10