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ERIC Number: ED443733
Record Type: Non-Journal
Publication Date: 2000-Aug
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Science Anxiety as a Function of Personality, Gender Roles, Experience with Science.
Brownlow, Sheila; Rogers, Molly I.; Jacobi, Tara
This study examined the influence of gender and various background and personality factors on science anxiety. Students (50 women, 37 men) took the Science Anxiety Scale (Mallow, 1994), provided information about high-school and college academic accomplishments, described gender-role stereotyping in the home, evaluated their science teachers and experiences, and completed indicates of personality. These latter measures included Fear of Negative Evaluation (Leary, 1990), Perfectionism (Burns, 1980), Self-Handicapping (Jones & Rhodewalt, 1991), and attributional style (measured via the Multidimensional-Multiattributional Causality Scale; Lefcourt, von Baeyer, Ware, & Cox, 1979). Students with high science anxiety took fewer science courses in college, had lower SAT-Q scores, and reported that their high school science teachers were not helpful. Those with science anxiety were more perfectionistic, suggesting that science anxiety may stem from a desire to avoid tasks that do not always ensure success, rather than dislike or lack of ability. Math and science preparation for men and women was equal, although women reported better grades and science experiences. Men showed more self-handicapping and reported external attributional styles to context and luck. The findings regarding genderand anxiety-linked differences are discussed in terms of women and men's differential interpretations of their abilities, the influence of parental gender typing on pursuit of science, the tendency for men to blame external agents for their lack of success, and the gender-appropriateness of studying science. (Contains 67 references.) (Author/ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A