Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence

Cotner, Sehoya; Jeno, Lucas M.; Walker, J. D.; Jørgensen, Christian; Vandvik, Vigdis

doi:10.1186/s40594-020-00252-1

Cited by 34 publications

(23 citation statements)

References 80 publications

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“…It is necessary to mention that our participant, Sunjie, is female, while female is significantly underrepresented in STEM fields (Cotner et al, 2020;Dancy et al, 2020;Kaleva et al, 2019;Kricorian et al, 2020;Rainey et al, 2019). After experiencing a number of challenges and difficulties, Sunjie was still positive and had her professional dreams.…”

Section: Discussionmentioning

confidence: 90%

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Jiang

Wang

et al. 2021

IJ STEM Ed

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Background Teacher emotions are sometimes underplayed in the research field of teaching and teacher education. Also, teachers often undergo transformations in their professional identities during education reforms. However, very few studies explore the connections between teacher emotions and their professional identities against the background of education reforms, especially in Asian contexts. There is an increasing emphasis on STEM as an education reform in China and the world, and a deep understanding of STEM teacher emotions and professional identities is necessary in the fast development of STEM education. This study examined how a STEM teacher emotionally constructed her professional identities under the STEM education reform. Methods This is a 3-year longitudinal case study employing a narrative inquiry approach with one STEM teacher in China. Data collection included one in-depth, semi-structured interview, three conversations, personal emotional diaries, and correspondence records. A four-step data analysis was conducted. Results Three major themes reflecting the participant’s emotional professional identities emerged, including “an interested but confused learner”, “an enthusiastic but nervous explorer”, and “an excited but unsatisfied mentor”. In the participant’s experiences as a learner, explorer, and mentor, positive and negative emotions were always intertwined. These helped construct and shape her professional identities and encouraged her to be the best STEM teacher that she could be. Conclusion This study provides a series of vivid and dynamic pictures of a STEM teacher’s emotions and professional identities against the background of STEM education reform in China from a 3-year longitudinal perspective. It also indicates the personal, social, cultural, and contextual factors that could have strong effects on teachers’ emotional experiences and the construction of professional identities. Furthermore, this study reveals that three processes (i.e., the process of education changes, the process of creating new or multiple professional identities, and the generation process of teacher emotions) could be intertwined and developed together.

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Section: Discussionmentioning

confidence: 90%

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Jiang

Wang

et al. 2021

IJ STEM Ed

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“…Negatively speaking, science popularization hinders higher education development or competitiveness to some degree. Firstly, science popularization increases gender inequality in higher education systems; it is found that science popularization has different impacts on different genders, and female students are less interested in science popularization activities than male students so that gender imbalance caused by science popularization may occur and higher education competitiveness, which requires gender equality, is likely to decline [ 10 , 34 , 35 ]. Secondly, lacking sufficient focus on science popularization is likely to decrease higher education competitiveness; science popularization activities are good opportunities for students to learn new skills or knowledge, and lacking enough related activities reduces studying chances and competitiveness of college students, which in turn reduces higher education competitiveness [ 36 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Higher education and science popularization: Can they achieve coordinated growth?

Geng

Yan

2021

PLoS ONE

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This study aims to explore whether higher education and science popularization can achieve coordinated growth with temporal and spatial characteristics. Selecting the provincial regions of the Yangtze River Economic Belt in China as cases with data from the national statistics administrations (such as China Statistical Yearbook), this study uses entropy weight analysis, TOPSIS, GM(1,1) gray prediction methods and coupling coordination degree model to evaluate the coordinated growth status. The key findings are: (1) the annual budget per student, and the number of science and technology museums affect both systems more obviously; (2) the overall performances of science popularization fluctuate more obviously than those of higher education; (3) the coordinated growth performances of the two systems in most regions remain mild fluctuations and keep relatively stable coordinated status, however, temporal and spatial variation tendencies do exist among regions. Therefore, corresponding countermeasures should be implemented: generally, national authority needs to involve in coordination activities among regions; the regions with satisfactory coordinated growth performances need more creative approaches to maintain the coordinated growth interactions; the regions at the transitioning status need to prevent the grade decline and upgrade the performances; the regions with lagging performances need to stop the decline and reduce the gaps with others. The novelties include analyzing the coordinated growth interaction mechanism between the two, selecting indices to assess the abstract interaction mechanism precisely, proposing suggestions based on temporal and spatial comparisons of the coordinated growth performances, etc.

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“…Polovina ispitanika ženskog pola imala je optimalan nivo predispitne anksioznosti. Iako rezultati našeg rada ukazuju da ne postoji statistički značajna razlika između muškaraca i žena u pogledu predispitne anksioznosti, brojna istraživanja dominantno navode ženski pol kao onaj koji je izloženiji kako ispitnoj anksioznosti, tako i generalno anksioznom sindromu [13][14][15].…”

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Assessment of Exam anxiety level among nursing students

Dukić¹,

Golubovic²

2021

Sestrinska reč

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Introduction: Exam anxiety is a free-floating feeling of discomfort in situations of preparation, taking tests/exams, which can prolong into the period of completion of the test/exam. Aims: The research aims were to determine the level of test anxiety in nursing students, then whether there are differences in the level of test anxiety in students due to sociodemographic variables, and to establish possible correlations between high levels of test anxiety and sociodemographic variables of students. Methods: The research was conducted as a descriptive cross-sectional study at the Faculty of Medicine in Novi Sad. The study included 144 students of academic nursing studies. The General Questionnaire and the Instrument on Test Anxiety were used as research instruments. Results: Half of the students (50.7%) showed an optimal level of anxiety, and a quarter of them had either a low or high level of test anxiety. The research results confirmed a positive statistically significant association of high levels of examination anxiety with the year of study, material status and pressure of parents and the environment regarding the completion of studies. Conclusion: A high level of test anxiety can significantly affect mastering tasks and achieving the ultimate goal. Because of this, the prevention of test anxiety is essential, which aims to reduce the effects of anxiety due to testing to a level that will enable students to achieve self-control of stress and achieve the best possible results.

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Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence

Cited by 34 publications

References 80 publications

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study

Higher education and science popularization: Can they achieve coordinated growth?

Assessment of Exam anxiety level among nursing students

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