Systemizing and the gender gap: examining academic achievement and perseverance in STEM

被引：0
作者：
Tomas Jungert
Kyle Hubbard
Helena Dedic
Steven Rosenfield
机构：
[1] Lund University,Department of Psychology
[2] McGill University,Department of Educational & Counselling Psychology
[3] Concordia University,Centre for the Study of Learning and Performance
来源：
European Journal of Psychology of Education | 2019年 / 34卷
关键词：
Gender gap; STEM; Cognitive style; Self-efficacy; Intrinsic motivation;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, self-efficacy, and motivation to explain students’ academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.
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收藏
页码：479 / 500
页数：21
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