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Autor/inThomas, Almut E.
TitelGender Differences in Students' Physical Science Motivation: Are Teachers' Implicit Cognitions Another Piece of the Puzzle?
QuelleIn: American Educational Research Journal, 54 (2017) 1, S.35-58 (24 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0002-8312
DOI10.3102/0002831216682223
SchlagwörterGender Differences; Student Motivation; Science Interests; Physical Sciences; Sex Stereotypes; Teacher Influence; Self Concept; Beliefs; Gender Issues; Science Education; Structural Equation Models; Predictor Variables; Science Teachers; Foreign Countries; Public Schools; Attitude Measures; Statistical Analysis; Middle School Students; Middle School Teachers; Questionnaires; Austria
AbstractImplicit stereotypes associating science with male might play a role in the development of gender differences in students' motivations for physical science. Particularly, the stereotypes of influential adults may induce students' regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study investigated whether teachers' implicit science-is-male stereotypes predict between-teacher variation in males' and females' motivational beliefs regarding physical science. Results showed that teachers' implicit science-is-male stereotypes are positively related with males' self-concept and intrinsic value but negatively associated with females' motivational beliefs. The findings of this study corroborate the notion that teachers' implicit stereotypes can contribute to gender differences in motivational beliefs and probably also to gendered educational choices. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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