Gender differences in science attitude‐achievement relationships over time among white middle‐school students

Mattern, Nancy; Schau, Candace

doi:10.1002/tea.10024

Cited by 91 publications

(64 citation statements)

References 30 publications

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“…We thought that the female participants in the experiment would mainly fall in the latter category and, therefore, would benefit more than the males from motivational scaffolding. In line with other research on self-efficacy in science (e.g., Catsambis 1995;Lau and Roeser 2002;Mattern and Schau 2002;Osborne et al 2003;Yeung et al 2010), the girls in our study were found to start with significantly lower self-efficacy than the boys. However, the data further showed that the absolute level of these appraisals left room for improvement for both boys and girls.…”

Section: Discussionsupporting

confidence: 92%

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Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students' perceptions of task relevance and selfefficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and ''cool''. An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students' motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls' self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environments.

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Section: Discussionsupporting

confidence: 92%

“…In the agent condition, students see and hear the APA in the environment. Special attention is given to the issue of gender because research on science learning repeatedly reports lower motivation for girls (e.g., Catsambis 1995;Lau and Roeser 2002;Mattern and Schau 2002;Osborne et al 2003;Yeung et al 2010).…”

Section: Experimental Design and Research Questionsmentioning

confidence: 99%

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Meij

Harmsen

2015

Education Tech Research Dev

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“…Osborne, Simon andCollins (2003, p. 1053) defined attitudes as "the feelings, beliefs and values held about an object that may be the enterprise of science, school science, the impact of science on society or scientists themselves" . In an extensive study with students from 7th and 8th grades on the determination of gender differences in relationships of attitudes toward science and achievement (Mattern & Schau, 2002) was shown that there was no significant effect of achievement in science on attitudes among girls. In contrast, there was an effect of achievement in science on attitudes among boys .…”

Section: Physics Instruction Students' Emotions and Gendermentioning

confidence: 99%

Achievement Emotions of Boys and Girls in Physics Instruction: Does a Portfolio Make a Difference?

Limprecht¹,

Janko²,

Gläser‐Zikuda³

2018

Orbis Scholae

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Abstract:It is well documented in educational research that instruction in science − including Physics − is connected with rather negative emotions of students. It becomes especially apparent when considering the gender differences. Therefore, an important question is whether and how achievement emotions of boys and girls in Physics may be positively influenced. The aim of this study is to analyze firstly the differences regarding positive and negative emotions of boys and girls in Physics instruction. Secondly, a quasi-experimental intervention study has been carried out to test whether and how girls' and boys' emotions may be influenced by the application of a portfolio approach in Physics instruction . Covariance and multivariate analyses were carried out to test the hypothesized effects of the intervention. The Physics instruction focused on the topic of electricity . The research sample consisted of N = 161 students from eight 8th grade classrooms of three grammar schools in Germany which were divided into treatment and control groups randomly . Our study confirmed that boys generally experience more positive achievement emotions in Physics than girls, whereas girls showed higher level of anxiety and boredom than boys. The hypothesized effects of the portfolio intervention were only partly confirmed. The differences between boys and girls regarding their well-being in Physics instruction before the intervention have been slightly reduced by the application of the portfolio . Girls' well-being in the treatment group increased after the application of a portfolio compared to girls in the control group. As expected, self-concept and interest have been revealed as significant covariates influencing students' achievement emotions. Limitations of the study as well as implications for instruction are discussed . It is suggested that a portfolio represents a promising approach for the equalization of gender differences regarding achievement emotions in Physics .

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“…The probability of having willingness about learning tasks and sustainability of efforts is higher in students with a positive attitude. According to Mattern and Schau (2002), a positive attitude toward science classes is directly proportional to success. According to Osborne, Simon, and Collins (2003), there has been a drop in the attitudes of students who are over 11 years old toward science and science classes in the last 20 years.…”

Section: Pbl and Attitudementioning

confidence: 99%

The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds

Tosun

Şenocak

2013

AJTE

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Gender differences in science attitude‐achievement relationships over time among white middle‐school students

Cited by 91 publications

References 30 publications

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

Achievement Emotions of Boys and Girls in Physics Instruction: Does a Portfolio Make a Difference?

The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds

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