Gender Differences in Motivation and Strategy Use in Science: Are Girls Rote Learners?.
Gender Differences in Motivation and Strategy Use in Science: Are Girls Rote Learners?.
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科学中动机和策略使用的性别差异：女孩是死记硬背的学习者吗？
DOI：
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
M. G. Jones
中科院分区：
文献类型：
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作者：
J. L. Meece;M. G. Jones
本研究探讨了Ridley和Novak（1983）的假设，即科学成绩的性别差异是由于死记硬背和有意义的学习模式的差异。为了验证这一假设，我们研究了五年级和六年级学生（N = 213）的自信，动机目标（任务掌握，自我和工作回避）和学习策略（积极和肤浅）在全班和小组科学课的自我报告的性别差异。总体而言，结果显示性别差异不大。与女孩相比，男孩对自己的科学能力更有信心。平均成绩的女孩报告更多地使用有意义的学习策略比他们的男性同行，而低能力的男孩报告了更强的掌握方向比低能力的女孩。结果进一步表明，学生在小组中比在全班中表现出更大的自信心和掌握动机。相比之下，学生们报告说，在全班比小组课程更大的工作回避。总的来说，研究结果几乎没有支持Ridley和Novak的假设，即女孩倾向于在科学课上进行死记硬背的学习。动机和策略使用模式的自我报告的差异更强烈地与学生的能力水平和学习活动的结构（小组与全班）比性别。John Wiley & Sons，Inc.
This study explored Ridley and Novak's (1983) hypothesis that gender differences in science achievement are due to differences in rote and meaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidance), and learning strategies (active and superficial) in whole-class and small-group science lessons. Overall, the results revealed few gender differences. Compared with girls, boys reported greater confidence in their science abilities. Average-achieving girls reported greater use of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-class lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provide little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self-reports of motivation and strategy-use patterns were more strongly related to the student's ability level and to the structure of learning activities (small group vs. whole class) than to gender. © 1996 John Wiley & Sons, Inc.