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.
引用
收藏
页码：479 / 500
页数：21
相关论文
共 184 条
  • [51] Volet S(2014)A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation Contemporary Educational Psychology 39 342-31
  • [52] Glynn SM(1992)Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study Journal of Personality 60 599-1121
  • [53] Brickman P(1997)Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout Journal of Personality and Social Psychology 72 1161-140
  • [54] Armstrong N(2007)Empathizing and systemizing in males and females with and without autism spectrum conditions: A crosscultural stability Journal of Autism and Developmental Disorders 37 1823-116
  • [55] Taasoobshirazi G(2012)Sex differences in two fundamental cognitive domains Journal of Individual Differences 33 24-802
  • [56] Goetz T(2005)Relations among personal agency, motivation, and school adjustment in early adolescence Journal of Educational Psychology 97 23-1067
  • [57] Bieg M(2013)Why students choose stem majors: Motivation, high school learning, and postsecondary context of support American Educational Research Journal 50 1081-271
  • [58] Ludtke O(2017)Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions Educational Psychology Review 29 119-undefined
  • [59] Pekrun R(1972)Structure, genetics and biosynthesis of blood-group-specific glycoproteins Biochemical Journal 128 114-undefined
  • [60] Hall N(2012)Measuring empathizing and systemizing with a large US sample PLoS One 7 e31661-undefined
12345678910