Stereotype als Einflussfaktoren auf die Motivation und die Einschätzung der eigenen Fähigkeiten bei Studentinnen in MINT-Fächern

Ertl, Bernhard; Luttenberger, Silke; Paechter, Manuela

doi:10.1007/s11612-014-0261-3

Cited by 19 publications

(17 citation statements)

References 29 publications

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“…Therefore, each student was assigned a variable with the proportion of females within the first study subject based on the data provided by the German Federal Statistical Office (Destatis [Statistisches Bundesamt], 2018b). Students were classified with respect to their first study subject according to the number of females within it (see e.g., Ertl et al, 2014; low-proportion: less than 30% females; high proportion: more than 70% females; moderate proportion: percentages in between). The subjects were furthermore clustered according to their area of study (e.g., STEM, medicine, economics, educational sciences, and languages).…”

Section: Methodsmentioning

confidence: 99%

“…Recent research has often clustered STEM subjects according to different criteria to deal with this heterogeneity and achieve more differentiated insights into the characteristics of STEM students (e.g., Ertl et al, 2014, 2017; Eccles and Wang, 2016; Watt et al, 2017). For example, Eccles and Wang (2016) grouped health, biological, and medical sciences, contrasting them with mathematics, physics, engineering, and computer sciences.…”

Section: Introduction: Contexts Of Females In Stemmentioning

confidence: 99%

“…They found that differences in subject choice for one of both groups resulted primarily from gender differences in occupational and lifestyle values. Ertl et al (2014) distinguished STEM subjects with respect to their proportions of females, finding differences with respect to motivation, academic self-concept, and the impact of stereotypes. Watt et al (2017) focused the subject groups of mathematics, physics, chemistry, and biology, revealing differences in gendered processes of influence by prior mathematical performance, motivation, and mothers’ perceptions.…”

Section: Introduction: Contexts Of Females In Stemmentioning

confidence: 99%

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The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

Ertl

Hartmann

2019

Front. Psychol.

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The goal of the following study is to investigate whether first-year students in STEM fields that have a low proportion of females (STEM-L) show vocational interests that fit their vocational aspirations. To place our investigation into a broader context, we compared students in STEM-L with students of STEM subjects with a medium proportion of women (STEM-M) as well as with other subjects with a medium or a high proportion of females. We analyzed their vocational interests, vocational aspirations and their interest congruence. In both the comparison regarding interest profiles and the comparison of vocational aspirations, we focused on the things-orientation and people-orientation, all while taking respective gender differences into account. Following the suggestion from previous studies, in a further step we differentiated between subjects within STEM-L. Using data from the German National Educational Panel Study (NEPS), we analyzed the interest congruence of 5,530 male and 7,406 female students in STEM majors (with a low or medium proportion of women) and non-STEM majors (with a medium or high proportion of women). Students from different subjects showed different magnitudes regarding their things- and people-orientation. STEM-L students had a high things-orientation and a low people-orientation regarding both their interests and aspired occupations. Students of STEM-L and STEM-M showed a lower interest congruence than students from other subjects. With the exception of education, gender differences regarding the people- and things-orientation also existed within most of the subjects. Gender differences partly remain when distinguishing between the different subjects within STEM-L. And so, the result that not all STEM-L subjects are “created equal” is discussed in the context of their theoretical and methodological aspects.

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Section: Methodsmentioning

confidence: 99%

Section: Introduction: Contexts Of Females In Stemmentioning

confidence: 99%

Section: Introduction: Contexts Of Females In Stemmentioning

confidence: 99%

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The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

Ertl

Hartmann

2019

Front. Psychol.

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“…Altogether, it is advisable to control for gender differences in research studies on mathematics performance. Females do not only experience higher levels of mathematics anxiety but also show less self-confidence in their abilities in mathematics (Meece et al, 1990; Ertl et al, 2014). In addition, social determinants, such as the influence of parents, teachers, and peers as well as cultural stereotypes about giftedness in mathematics influence the degree of mathematics anxiety (Casad et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics

et al. 2017

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In many social science majors, e.g., psychology, students report high levels of statistics anxiety. However, these majors are often chosen by students who are less prone to mathematics and who might have experienced difficulties and unpleasant feelings in their mathematics courses at school. The present study investigates whether statistics anxiety is a genuine form of anxiety that impairs students' achievements or whether learners mainly transfer previous experiences in mathematics and their anxiety in mathematics to statistics. The relationship between mathematics anxiety and statistics anxiety, their relationship to learning behaviors and to performance in a statistics examination were investigated in a sample of 225 undergraduate psychology students (164 women, 61 men). Data were recorded at three points in time: At the beginning of term students' mathematics anxiety, general proneness to anxiety, school grades, and demographic data were assessed; 2 weeks before the end of term, they completed questionnaires on statistics anxiety and their learning behaviors. At the end of term, examination scores were recorded. Mathematics anxiety and statistics anxiety correlated highly but the comparison of different structural equation models showed that they had genuine and even antagonistic contributions to learning behaviors and performance in the examination. Surprisingly, mathematics anxiety was positively related to performance. It might be that students realized over the course of their first term that knowledge and skills in higher secondary education mathematics are not sufficient to be successful in statistics. Part of mathematics anxiety may then have strengthened positive extrinsic effort motivation by the intention to avoid failure and may have led to higher effort for the exam preparation. However, via statistics anxiety mathematics anxiety also had a negative contribution to performance. Statistics anxiety led to higher procrastination in the structural equation model and, therefore, contributed indirectly and negatively to performance. Furthermore, it had a direct negative impact on performance (probably via increased tension and worry in the exam). The results of the study speak for shared but also unique components of statistics anxiety and mathematics anxiety. They are also important for instruction and give recommendations to learners as well as to instructors.

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“…El tratamiento de estos datos se realizó con SPSS20. El cuestionario diagnóstico fue adaptado a partir del OLEQ (Oldenburg Epistemic Beliefs Questionnaire) de Paechter, Rebmann, Schlömer, Mokwinski, Hanekamp y Arendasy (2013), instrumento validado en una muestra más amplia de estudiantes con un perfil similar (Ertl, Luttenberger y Paechter, 2014). La consistencia interna de los ítems y escalas de medida (de 1 -muy en desacuerdo-a 5 -muy de acuerdo-) se obtuvo mediante el coeficiente de Cronbach (a > 0,7).…”

Section: Instrumentos Y Procedimientounclassified

Elección de estudios CTIM y desequilibrios de género

Cordero

Barajas

2015

ensciencias

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RESUMEN • A pesar de su éxito académico, las mujeres siguen poco representadas en los estudios CTIM, principalmente en las ingenierías y tecnologías. Desde un enfoque descriptivo-interpretativo, se realizó un estudio de caso múltiple para analizar la elección de estudios durante el bachillerato, ahondando en los estereotipos y la autoeficacia. El análisis se basó en 89 discursos recogidos en entrevistas en profundidad y grupos de discusión, correspondientes a alumnas y alumnos de bachillerato, su profesorado, sus madres y padres, y universitarias de CTIM, profundizando en la comprensión de los elementos individuales, académico-profesionales y contextuales que influyen en la elección de los estudios. Los datos señalan que la autoeficacia en CTIM declarada por las jóvenes fue siempre positiva, siendo muy similares los intereses y las motivaciones del alumnado. Sin embargo, se observa una disparidad entre lo que ellas declaran y lo que finalmente deciden. Se propone una concepción dinámica de autoeficacia, con recomendaciones para diferentes actores y ámbitos de socialización orientados a construir nuevos modelos e identidades de las y los jóvenes.PALABRAS CLAVE: estudios CTIM; género; estereotipos; autoeficacia; elección académico-profesional. ABSTRACT • Despite their academic success, women remain underrepresented in STEM studies, especially in Engineering and Technologies. From a descriptive-interpretive approach, a multiple-case study was conducted to analyze the career choice during High School, and to deepen understanding on stereotypes and self-efficacy. Taken from in depth-interviews and focus groups, 89 speeches were collected in order to analyze the perceptions of high school students, their teachers, their parents, and female university students studying STEM, delving into the understanding of individual, academic-professional and contextual elements influencing choice of studies. The self-efficacy reported by the girls was always positive, and no clear gender differences were seen in students' interests and motivations. However, a disparity was perceived between girls' spoken declarations and the final decision taken. A dynamic conception of self-efficacy is proposed, along with suggestions for different actors and ambits of socialization oriented towards the construction of new models and identities of young students.

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Stereotype als Einflussfaktoren auf die Motivation und die Einschätzung der eigenen Fähigkeiten bei Studentinnen in MINT-Fächern

Cited by 19 publications

References 29 publications

The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

The Interest Profiles and Interest Congruence of Male and Female Students in STEM and Non-STEM Fields

Mathematics Anxiety and Statistics Anxiety. Shared but Also Unshared Components and Antagonistic Contributions to Performance in Statistics

Elección de estudios CTIM y desequilibrios de género

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