Girls' and Boys' Academic Self-Concept in Science in Single-Sex and Coeducational Classes

被引：6

作者：

Simpson, Amber ^{[1
]}

Che, S. Megan ^{[1
]}

Bridges, William C., Jr. ^{[1
]}

机构：

[1] Clemson Univ, Clemson, SC 29634 USA

来源：

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2016年 / 14卷 / 08期

基金：

美国国家科学基金会;

关键词：

Gender; Science; Self-concept; Single-sex; ACHIEVEMENT-RELATED CHOICES; OCCUPATIONAL CHOICES; GENDER-DIFFERENCES; SECONDARY-SCHOOLS; STUDENTS; ATTITUDES; ABILITY; MODEL;

D O I：

10.1007/s10763-015-9676-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Recently, single-sex classes within public coeducational schools have proliferated across the USA; yet, we still know little about whether and how single-sex science classes influence adolescents' attitude and affect toward science. This exploratory study expands upon our current understanding by investigating the extent in which female and male students' enrollment in either single-sex or coeducational science classrooms may influence their academic self-concept in science. Utilizing a quasi-experimental research design, findings suggest that being enrolled in single-sex science classrooms influence how students in this study perceive their abilities to perform and learn in science, particularly for females in single-sex science classrooms.

引用

页码：1407 / 1418

页数：12

共 43 条

[21] When being a girl matters less: Accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability [J].