Sex differences in achievement: A test of alternate theories.
Sex differences in achievement: A test of alternate theories.
复制标题
成就上的性别差异：替代理论的检验。
DOI：
10.1037/0022-3514.46.1.26
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发表时间：
1984
影响因子：
7.6
通讯作者：
J. Meece
中科院分区：
文献类型：
--
作者：
J. Parsons;Terry F. Adler;J. Meece
200名8-10年级的学生被给予以下关于数学和英语的态度测量：能力自我概念，主观任务价值，感知任务难度和持续动机。在后续行动中，学生的数学课程入学决定每年都会在高中期间进行评估。其中142名学生还接受了两组试验：一组是数字序列组，另一组是变位组。在试验中操纵结局（成功、失败、成功）。对于每个系列，学生提供了对自己能力的估计，对持续成功的期望以及因果归因。他们的反应时间，持久性和准确性进行了记录。最后，教师估计获得的习得性无助，在第一年的研究，所有的SS。主观任务价值成为最强的中介性别差异的成就相关的行为和计划。很少有人支持习得性无助模型的性别差异的成就。在能力归因上存在一定的性别差异，但这些差异只发生在低期望学生中。成就信念的言语和行为指标往往不一致。一般归因理论和性别差异理论的影响进行了讨论。(40参考）（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
200 students in Grades 8–10 were given the following attitudinal measures regarding both math and English: self-concept of ability, subjective task value, perceived task difficulty, and continuing motivation. In a follow-up, Ss" math course enrollment decisions were assessed each year through high school. 142 of the Ss also were exposed to 2 sets of trials: a number sequence set and an anagram set. Outcome was manipulated across trials (success, failure, success). For each series, Ss provided estimates of their ability, their expectations for continued success, and causal attributions. Their response time, persistence, and accuracy were recorded. Finally, teacher estimates of learned helplessness were obtained in Year 1 of the study for all Ss. Subjective task value emerged as the strongest mediator of sex differences in achievement-related behaviors and plans. There was little support for learned-helplessness models of sex differences in achievement. There was some evidence of sex differences in ability attributions, but these differences occurred only among low-expectancy Ss. Verbal and behavioral indexes of achievement beliefs were often inconsistent. Implications for general attribution theory and for sex-difference theory are discussed.(40 ref)(PsycINFO Database Record (c) 2016 APA, all rights reserved)