Gender as predictor of physics achievement

Research so far has investigated math-male and language-female stereotypes, but no school-female stereotypes. Gender role self-concept and grades in math representing an academic domain stereotyped as male and German domain stereotyped as female were assessed using written questionnaires.

The more strongly boys associated school with female and the more they ascribed negative masculine traits to themselves, the lower their grades in German were.

Strategies to improve this fit are discussed. This is a preview of subscription content, log in to check access. Rent this article via DeepDyve.

Aiken, L. Multiple regression: Testing and interpreting interactions. Newbury Park: Sage Publications.

gender as predictor of physics achievement

Ambady, N. Stereotype susceptibility in children: Effects of identity activation on quantitative performance. Psychological Science, 12— Athenstaedt, U. Gender role self-concept and leisure activities of adolescents.

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Journal of Experimental Social Psychology, 42— Buchmann, C. Gender inequalities in education. Annual Review of Sociology, 34— Carrington, B. British Educational Research Journal, 34— Chatard, A. Journal of Experimental Social Psychology, 43— Clark, M. Examining male underachievement in public education: Action research at a district level.

Connell, R. Cool guys, swots and wimps: the interplay of masculinity and education. Oxford Review of Education, 15— Cvencek, D. Math-gender stereotypes in elementary school children. Child Development, 82—Center for Educational Policy Studies journal, 7 2. The research sample included grammar school students from Zagreb, Croatia. The variables explored were expectancy of success, selfconcept of ability and subjective task values of physics, gender roles and stereotypes, and educational outcomes: academic achievement in physics, intention to choose physics at the high school leaving exam, and intention to choose a technical sciences university course.

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The results showed that girls had a lower self-concept of ability and lower expectancies of success in physics compared to boys, in spite of their higher physics school grades. Hierarchical regression analyses showed that self-concept of physics ability was the strongest predictor of physics school grades, whereas the utility value of physics was the key predictor of educational intentions for both genders.

The practical implication of the research is the need to create gender-sensitive intervention programmes aimed at deconstructing the gender stereotypes and traditional gender roles that restrain students from choosing gender-non-stereotypical careers.

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B Philosophy.Previous Contents Next Discussion. This study examined predictor variables for pre-service teacher achievement in physics as well as the relationships among them.

The findings indicate that:. Physics achievement significantly and positively correlated with the elaboration, organization, comprehension monitoring and rehearsal strategy clusters of R-LSSPL. This indicates that pre-service teachers who use these strategy clusters tend to be higher achievers in physics than those who do not.

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It has also been demonstrated by this study that gender and attitude as predictor variables have no significant effect on pre-service teacher success in physics. Small but significant correlations were found between gender and two clusters of R-LSSP rehearsal and organization clusters.

This indicates that female students employ rehearsal and organization strategies more often than male students. The first finding is consistent with the the literature demonstrating that there are significant relationships between the use of learning strategies and academic success. Park found that good performance by students in language learning strongly related to their use of learning strategies.

Gender differences in school achievement: The role of self-regulation

Thiessen and Blasius and Dermitzaki, Andreou, and Paraskeva support Park in terms of performance in mathematics and reading comprehension respectively. Unlike the findings of this study, Cavallo, Rozman, Blickenstaff and Walker found that rote learning or memorization negatively predicted achievement in science courses. This study also revealed that gender and attitude towards physics did not have any significant effect on academic success. When explaining the relationship between gender and success in physics, researchers use attitude as a moderator variable.

However, in this study, no significant correlation was found between gender and attitude. The studies cited above were conducted in western countries, so may have been culture specific. Alternatively, the research cited is significantly dated and may reflect past trends rather than indicating emerging realities.

This study suggests there is no difference between female and male student ability to achieve in physics. Yet, there were differences between levels of conceptual comprehension between females and males. One of the findings of this study indicates that female students use rehearsal strategies repetition, rote memorization more frequently than male students.

In the same way, Kahle and Lakes state that female students regard learning science as memorization of some phenomena, so they think that memorization techniques should be used to learn science. Wee et al. They found that female students used learning strategies that were less successful in exams than male students. They came to the conclusion that female students prefer independent learning strategies far less than their male peers.Include Synonyms Include Dead terms. Peer reviewed Download full text.

Center for Educational Policy Studies Journalv7 n2 p The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students' educational outcomes in a stereotypically male educational domain: physics.

Eccles and colleagues' expectancy-value model was used as a theoretical framework for the research. The research sample included grammar school students from Zagreb, Croatia.

The variables explored were expectancy of success, self-concept of ability and subjective task values of physics, gender roles and stereotypes, and educational outcomes: academic achievement in physics, intention to choose physics at the high school leaving exam, and intention to choose a technical sciences university course.

The results showed that girls had a lower self-concept of ability and lower expectancies of success in physics compared to boys, in spite of their higher physics school grades. Hierarchical regression analyses showed that self-concept of physics ability was the strongest predictor of physics school grades, whereas the utility value of physics was the key predictor of educational intentions for both genders.

Expectancy of success was one of the key predictors of girls' educational intentions, as well.

Students’ gender-related choices and achievement in physics

Endorsement of a typically masculine gender role predicted girls' and boys' stronger intentions to choose a stereotypically male educational domain, whereas acceptance of the stereotype about the poorer talent of women in technical sciences occupations predicted girls' lower educational outcomes related to physics. The practical implication of the research is the need to create gender-sensitive intervention programmes aimed at deconstructing the gender stereotypes and traditional gender roles that restrain students from choosing gender-non-stereotypical careers.

University of Ljubljana, Faculty of Education.This study examined whether different aspects of self-regulation i. Specifically, we investigated whether higher school achievement by girls in comparison to boys can be explained by self-regulation. German and mathematics achievement were assessed in a sample of 53 German fifth graders 19 boys, 34 girls using formal academic performance tests i.

Age and intelligence CFT R were included as control variables. Analyses of mean differences showed that girls outperformed boys in German achievement and behavior regulation. Regression analyses, using a bootstrapping method, revealed that relations between gender and German achievement were mediated by behavior regulation. Furthermore, we found a suppression effect of behavior regulation on the relation between gender and mathematics achievement: boys' mathematics achievement was underestimated when the analyses did not control for behavior regulation.

gender as predictor of physics achievement

We discuss these results from a developmental perspective and within the theoretical framework of self-regulation and achievement. Currently, both scientific literature and German mass media are discussing the discrepancy in school achievement between boys and girls, going so far as to call boys the new losers of the educational system Spiewak,August 5. Several studies have found significant gender differences in school achievement favoring girls over boys Cole, ; Duckworth and Seligman, According to the German census, there are more girls than boys in higher secondary schools, whereas more boys than girls attend lower secondary schools.

As a consequence, more girls achieve the general qualification for university entrance, whereas more boys complete the certificate of lower secondary school Statistisches Bundesamt, The reasons for these gender differences in school achievement have not been clarified yet. Past research has shown that besides cognitive abilities e. In line with these findings, previous studies have indicated that specific components of self-regulation—behavioral regulation or self-regulated learning—could contribute to gender differences in school achievement Duckworth and Seligman, ; Kuhl and Hannover, However, by only investigating behavior regulation, these previous studies neglected the wider conceptualization of self-regulation.

The concept of self-regulation includes both behavior regulation and emotion regulation, and both aspects of self-regulation may be related to children's school achievement Blair, ; Calkins, ; McClelland et al.

Therefore, it is important to understand the contribution of behavior and emotion regulation to gender differences in school achievement. In the present study, we investigated in a sample of German fifth graders who had just transitioned from primary school to secondary school whether self-regulation mediates effects of gender on school achievement. In particular, we studied the relations between different aspects of self-regulation i.

Past research suggested that girls are in general more successful in school than boys. Hartley and Sutton have recently reported that especially boys develop gender stereotypes according to which girls are perceived as academically superior with regard to motivation, ability, performance, and self-regulation.

However, previous studies revealed rather inconsistent results concerning gender differences in different domains of school achievement. In the present study, we focused on achievement in German and mathematics because performance in these subjects is seen as an important aspect of school achievement Schrader and Helmke, Previous large-scale studies revealed higher German achievement by girls in comparison to boys Stanat and Kunter, ; Stanat et al.It is based on two elements: the mother-to-be's lunar conception month and Chinese lunar age when the baby is conceived.

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At that time, it was kept by the royal eunichs and used by the royal families only.Previous Contents Next Results. Means and standard deviations for all the measures are presented in Table 1.

Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement

Further analyses of bivariate relationships between variables were carried out as indicated in Table 2. Table 2 displays the Pearson correlation among variables and the two-tailed probability for each correlation coefficient. As can be seen from Table 2, elaboration, comprehension monitoring, rehearsal, and organization strategy clusters in the Revised Learning Strategies Scale for Physics Learning R-LSSPL correlated with pre-service teacher physics achievement scores.

The correlation was significant and positive ranging from 0. The results of the regression analysis for the prediction of student achievement in physics in terms of learning strategy, attitude and gender variables are presented in Table 3. By applying Multiple Linear Regression Analysis MLRit has been identified how accurately learning strategy, attitude and gender variables can predict student physics grades. However, gender and attitude are not significant predictor variables of student achievement in physics.

To assess which independent variables made a significant contribution to the prediction of physics grades, Stepwise Regression was used. In Stepwise Regression, the first step is to model the dependent variable and the independent variable with the highest correlation see Table 2.

Through Stepwise Regression, it was possible to determine which variables significantly predicted student physics grades as well as determine how much each variable contributed to the total variance see Tables 4 and 5.

gender as predictor of physics achievement

Constant Elaboration Organization Comp. Monitoring Rehearsal. In the first model see Tables 4 and 5the elaboration variable was introduced into regression equation.

gender as predictor of physics achievement

The elaboration variable explained In other words, the elaboration strategies variable was the most influential predictor of the physics grade. The fact that there is a positive Beta value shows that there is a parallel relationship between the physics grade and elaboration, because as the elaboration score increases, the grade increases. In the second regression model, the organization variable was added. Consequently, the variance in physics grade rose from This means that the organization variable contributed to the overall variance an additional The Beta value for the organization variable 0.

In the third regression model, the comprehension monitoring variable was included in addition to the elaboration and organization variables. The variance in physics grade increased from Finally, in the fourth model, the variable rehearsal was added to the other three variables.

The variance increased from Although this increase was significant, it was small. The final model used only four predictor variables. The predictor variables of attitude clusters and gender were not significant. In summary, Multiple Regression Analyses revealed that learning strategies accounted for Variable B Std. Error of Estimate 1 0. Model Predictors B Std. Monitoring Monitoring Rehearsal Constant Elaboration. Constant Elaboration Organization.


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