Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: a comparison of samples from Australia, Canada, and the United States.
Gendered motivational processes affecting high school mathematics participation, educational aspirations, and career plans: a comparison of samples from Australia, Canada, and the United States.
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影响高中数学参与、教育愿望和职业规划的性别动机过程：澳大利亚、加拿大和美国样本的比较。
DOI：
10.1037/a0027838
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发表时间：
2012
影响因子：
4
通讯作者：
Eccles,JacquelynneS
中科院分区：
文献类型：
--
作者：
Watt,HelenMG;Shapka,JenniferD;Morris,ZoeA;Durik,AmandaM;Keating,DanielP;Eccles,JacquelynneS
在这项国际性的纵向研究中，我们探讨了Eccles（Parsons）等人强调的数学相关动机的性别差异和性别关系。（1983）期望值框架，高中数学参与，教育愿望，和职业规划。参与者来自澳大利亚，加拿大和美国（NS = 358，471，418，分别）在9/10年级在时间1和11/12年级在时间2。这3个样本来自郊区的中上层社会经济背景，主要是盎格鲁-欧洲血统。多变量方差分析显示，刻板的性别差异，教育和职业的结果，只有在澳大利亚的样本。多组结构方程模型确定了潜在的平均差异，其中男性青少年在澳大利亚样本中具有较高的数学内在价值，在北美样本中具有较高的能力/成功预期。能力/成功预期是一个关键的预测在北美样本，在澳大利亚样本的内在价值。成就/效用（“重要性”）的价值观更重要的女性青少年的职业选择，除了在澳大利亚的样本。研究结果解释有关性别社会化的做法，程度和类型的早期选择，和专业化的设置。长期的数学参与和职业选择的女性和男性青少年的影响进行了讨论。
In this international, longitudinal study, we explored gender differences in, and gendered relationships among, math-related motivations emphasized in the Eccles (Parsons) et al.(1983) expectancy-value framework, high school math participation, educational aspirations, and career plans. Participants were from Australia, Canada, and the United States (Ns= 358, 471, 418, respectively) in Grades 9/10 at Time 1 and Grades 11/12 at Time 2. The 3 samples came from suburban middle to upper-middle socioeconomic backgrounds, primarily of Anglo-European descent. Multivariate analyses of variance revealed stereotypic gender differences in educational and occupational outcomes only among the Australian sample. Multigroup structural equation models identified latent mean differences where male adolescents held higher intrinsic value for math in the Australian sample and higher ability/success expectancy in both North American samples. Ability/success expectancy was a key predictor in the North American samples, in contrast to intrinsic value in the Australian sample. Attainment/utility (“importance”) values were more important for female adolescents' career choices, except in the Australian sample. Findings are interpreted in relation to gender socialization practices, degree and type of early choice, and specialization across settings. Implications are discussed for long-term math engagement and career selection for female and male adolescents.