دورية أكاديمية
Gender Differences in High School Students' Perceived Values and Costs of Learning Chemistry
| العنوان: | Gender Differences in High School Students' Perceived Values and Costs of Learning Chemistry |
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| اللغة: | English |
| المؤلفون: | Gong, Xiaoyang (ORCID |
| المصدر: | Chemistry Education Research and Practice. Jan 2023 24(1):203-216. |
| الإتاحة: | Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 Grade 11 Elementary Secondary Education |
| Descriptors: | Gender Differences, High School Students, Chemistry, Science Instruction, Value Judgment, Social Influences, Foreign Countries, Grade 10, Grade 11, Aesthetics, Knowledge Level, Student Interests, Job Skills |
| مصطلحات جغرافية: | China |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study |
| DOI: | 10.1039/d2rp00169a |
| تدمد: | 1756-1108 |
| مستخلص: | Students' perceived values and costs of learning chemistry influence their performance and intentions of choosing chemistry-related majors or careers. Based on Situated Expectancy-Value Theory, this study adopted a mixed method approach to examine the conceptualization of values and costs among Chinese high school students and identify their relations with chemistry test performance across gender. Qualitative content analyses revealed that students' perceived values for chemistry could be categorized into five broad categories: utility value, epistemic value, intrinsic value, aesthetic value, and social value. Chi-square tests and multidimensional scaling revealed that boys and girls perceived values and costs in different ways: relational utility value was more salient to boys while practical utility value and epistemic value were more salient to girls; Girls perceived greater distinctions among different types of values (i.e., epistemic- and emotional-related values) and costs (i.e., emotional and ego cost) than boys. Independent t tests showed that boys reported mostly higher values and lower costs than girls. Hierarchical multiple regression found that gender, intrinsic value, social value and cost significantly predicted students' chemistry exam scores. In addition, the interaction between gender and social value was identified. This study highlights the complexity of perceived values and costs of learning chemistry and provide implications for developing activities or interventions that foster student engagement in chemistry learning. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1366440 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1756-1108 |
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| DOI: | 10.1039/d2rp00169a |