دورية أكاديمية
On the Effect of Gender on Secondary School Students' Causal Attributions to Choose or Abandon Physics & Chemistry
| العنوان: | On the Effect of Gender on Secondary School Students' Causal Attributions to Choose or Abandon Physics & Chemistry |
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| اللغة: | English |
| المؤلفون: | Diego Ardura (ORCID |
| المصدر: | Chemistry Education Research and Practice. 2023 24(4):1174-1189. |
| 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: | 16 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Gender Differences, Secondary School Students, Physics, Chemistry, Mathematics, STEM Education, Science Achievement, Foreign Countries, Student Motivation, Attribution Theory, Course Selection (Students) |
| مصطلحات جغرافية: | Spain |
| DOI: | 10.1039/D3RP00070B |
| تدمد: | 1756-1108 |
| مستخلص: | Secondary school students' early choices related to staying in the science track define their future decisions to choose chemistry at college. This investigation aims at analyzing the role of gender in students' causal attributions to choose or abandon chemistry when it first becomes optional in the Spanish educational system. Our analyses uncovered a relevant effect of gender in the students' decision, boys being more likely to choose physics & chemistry when they face, for the first time, the possibility of continuing or opting out the subject. Besides, students' causal attributions to the subject relationship with mathematics and to friends are affected by gender regardless of the students' level of motivation. In turn, there is a gender effect in attributions to friends and media only in the case of highly-motivated students. A multinomial logistic regression model revealed that gender is a strong predictor of the students' decision. The regression model also uncovered a significant interaction effect between gender and attributions to the subject relationship with mathematics, girls becoming less likely to choose physics & chemistry when the latter increase. Our results highlight the need of working on the students' and families' stereotypes and propose gender-balanced teaching models to close the gap between girls' and boys' attitudes, motivation, and anxiety towards mathematics in the context of physics & chemistry teaching and learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1406963 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1756-1108 |
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| DOI: | 10.1039/D3RP00070B |