Investigating gender differences among tutors and students during STEM peer tutoring: Women are as behaviorally engaged as men but experience more negative affect

Dumitru, Oana D.; Thorson, Katherine R.; West, Tessa V.

doi:10.1016/j.cedpsych.2022.102088

Cited by 6 publications

(4 citation statements)

References 134 publications

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“…Our insight surrounding gender might be valuable, especially considering that they only differed regarding negative affect. These findings are in line with previous research that have found women to experience more frequent negative affect, as demonstrated with a Dutch sample when validating the Dutch PANAS (Engelen et al, 2006 ) as well as in STEM students when tutoring (Dumitru et al, 2022 ).…”

Section: Discussionsupporting

confidence: 92%

Student well-being in times of COVID-19 in the Netherlands: basic psychological need satisfaction and frustration within the academic learning environment

et al. 2023

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The COVID-19 pandemic affected student well-being through measures such as closing educational institutions and social distancing, which forced universities to adapt the student learning environment. Previous research has demonstrated that the learning environment influences student well-being by satisfying their basic psychological needs of autonomy, competence, and relatedness. The present study therefore aimed to investigate, against the background of the pandemic, (1) how the basic psychological needs related to student well-being, (2) how students perceived interaction within the academic system, and (3) how they would like the “new educational normal” to look. To address these aims, we implemented a cross-sectional survey which included both quantitative measures and qualitative open-ended questions and distributed it at a Dutch university (n = 653). To identify the predictive strength of need satisfaction and frustration, we ran multiple regressions. We found that need satisfaction and frustration were significantly related to the well-being measures, of which relatedness was only weakly related to student well-being. Moreover, students reported restricted interactions with their teachers and fellow students, leading to feelings of disconnectedness, as well as struggles to establish or maintain relationships. In contrast with the quantitative findings, students highlighted relatedness as an essential, currently lacking part of their experience. They suggested a potential hybrid learning environment with a focus on social cohesion. This study emphasizes the relevance of interpersonal connections within higher education and provides practical ideas for post-pandemic academic structures. These insights can support systemic investments of universities in student well-being and creating a healthier learning environment for the future.

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Section: Discussionsupporting

confidence: 92%

Student well-being in times of COVID-19 in the Netherlands: basic psychological need satisfaction and frustration within the academic learning environment

et al. 2023

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“…Our insights surrounding gender might be valuable, especially considering that they only differed regarding negative affect. These findings are in line with previous research that have found women to experience more frequent negative affect, as demonstrated with a Dutch sample when validating the Dutch PANAS (Engelen et al, 2006) as well as in STEM students when tutoring (Dumitru et al, 2022).…”

Section: Student Well-being During Covid-19supporting

confidence: 92%

Fostering Student Well-being in Higher Education

Kiltz

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1 the ability of people or things to feel better quickly after something unpleasant, such as shock, injury, etc.2 the ability of a substance to return to its original shape after it has been bent, stretched, or pressed -cited from Oxford English and Oxford Learner' s Dictionaries i 2 Chapter 1 | Introduction At Dutch universities, students face performance pressure, heavy workloads, uncertainties, and ambiguities in their studies. Consequently -and not surprisingly -they report substantial levels of depression, stress, and anxiety. Adding a global pandemic to the mix certainly does not decrease such struggles. These findings emerge from reports issued by national institutes such as the Netherlands Initiative for Education Research (Nationaal Regieorgaan Onderwijsonderzoek) and the Trimbos Institute for Mental Health (e.g., Deunk & Korpershoek, 2021;Dopmeijer et al., 2021Dopmeijer et al., , 2023. In response to these insights, the Dutch government has announced it will invest more in students' wellbeing by focussing on stress prevention and encouraging open discussions about mental well-being (Rijksoverheid, 2023). This dissertation aims to contribute to such conversations about students' wellbeing in Dutch higher education.Students' well-being has long been defined by the absence of negative health; more recently however, the positive psychology movement focussed on students' positive well-being, highlighting the presence of mental and physical health (e.g., Seligman et al., 2009). Nevertheless, positive psychology remains a relatively new notion in general educational and psychological research, counting less than 30 years of active consideration. It was only in the late 1990s that Martin Seligman introduced and brought the concept into the focus of the American Psychology Association (for further insights, see Seligman, 2010;Seligman & Csikszentmihalyi, 2000;Seligman et al., 2009).Higher education research has extensively investigated university students' well-being, often from a deficit-oriented perspective. Such studies place university students in a particularly vulnerable position, marked by academic under-preparedness, financial insecurity, social isolation, and poor physical health (e.g.,

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“…They encompass all manner of gaps in all STEMM fields across age groups, educational levels, and scale levels. The following list illustrates the prevalence, extreme diversity, and complexity of the subject: Kinds of gaps: excellence gap, 16,17 pay gap, 18,19 achievement gap, 20 confidence gap, 21,22 opportunity gap, 23,24 representation gap 25 STEMM‐fields: astronomy, 26,27 biology, 28,29 chemistry, 30,31 engineering, 32,33 geosciences, 34,35 computer science, 36 math, 37,38 medicine, 39,40 pharmacy, 41,42 physics 43,44 Age groups: early childhood, 45 childhood, 46,47 youth and adolescence, 48,49 adulthood 50,51 Educational levels: kindergarten, 52,53 elementary education, 23,54 secondary education, 55,56 higher education, 57,58 vocational education 59,60 Kinds of groups: ethnicity, 48,61 gender and sex, 62,63 immigrants, 64,65 migrants, 66,67 generational, 68,69 sexual orientation and gender identity, 70,71 countries, 72,73 special educational needs and disabilities, 45,71 twice exceptional 74 Scale levels: geography, 75,76 culture, 77,78 institutions and organizations, 79,80 schools, 56,81 groups, 61,82 family 83,84 …”

Section: Inequalities and Equity Gaps In Stemm Talent Developmentmentioning

confidence: 99%

Talent denied: Equity and excellence gaps in STEMM

Ziegler,

Stoeger

2023

Annals of the New York Academy of Sciences

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In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that—similar to public health approaches—the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

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Investigating gender differences among tutors and students during STEM peer tutoring: Women are as behaviorally engaged as men but experience more negative affect

Cited by 6 publications

References 134 publications

Student well-being in times of COVID-19 in the Netherlands: basic psychological need satisfaction and frustration within the academic learning environment

Student well-being in times of COVID-19 in the Netherlands: basic psychological need satisfaction and frustration within the academic learning environment

Fostering Student Well-being in Higher Education

Talent denied: Equity and excellence gaps in STEMM

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