ERIC Number: EJ1132524
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
Gender Differences in Students' Physical Science Motivation: Are Teachers' Implicit Cognitions Another Piece of the Puzzle?
Thomas, Almut E.
American Educational Research Journal, v54 n1 p35-58 Feb 2017
Implicit stereotypes associating science with male might play a role in the development of gender differences in students' motivations for physical science. Particularly, the stereotypes of influential adults may induce students' regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study investigated whether teachers' implicit science-is-male stereotypes predict between-teacher variation in males' and females' motivational beliefs regarding physical science. Results showed that teachers' implicit science-is-male stereotypes are positively related with males' self-concept and intrinsic value but negatively associated with females' motivational beliefs. The findings of this study corroborate the notion that teachers' implicit stereotypes can contribute to gender differences in motivational beliefs and probably also to gendered educational choices.
Descriptors: Gender Differences, Student Motivation, Science Interests, Physical Sciences, Sex Stereotypes, Teacher Influence, Self Concept, Beliefs, Gender Issues, Science Education, Structural Equation Models, Predictor Variables, Science Teachers, Foreign Countries, Public Schools, Attitude Measures, Statistical Analysis, Middle School Students, Middle School Teachers, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A
Identifiers - Location: Austria
Grant or Contract Numbers: N/A