More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math
More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math
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DOI：
10.1037/edu0000003
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发表时间：
2015-08-01
影响因子：
4.9
通讯作者：
Nagengast, Benjamin
中科院分区：
文献类型：
--
作者：
Gaspard, Hanna;Dicke, Anna-Lena;Nagengast, Benjamin
期望价值理论（Eccles et al., 1983）是解释数学相关学术选择中性别差异的一个突出方法，价值信念是一个重要的解释因素。期望价值理论定义了4个价值组成部分：内在价值、成就价值、效用价值和成本。本研究对数学价值的性别差异的研究结果的不一致性进行了后续研究，这可能部分是由于价值结构的操作化差异。为此，我们检查了4个价值成分的子方面是否可以建立经验，以及是否可以在这些方面发现性别差异。共有1868名九年级学生完成了一套37个项目的数学价值信念评估。验证性因子分析支持价值信念的概念分化，共分为11个价值层面。虽然因素结构在性别上是不变的，但在某些但不是所有的价值方面，男孩的平均水平有相当大的差异。这些性别差异不仅取决于价值成分，而且取决于所考虑的具体方面。
Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on inconsistencies in research findings on gender differences in math values that might partially be due to differences in the operationalization of the value construct. To this end, we examined if subfacets of the 4 value components could be established empirically and if gender differences could be found on these facets. A total of 1,868 9th-grade students completed a set of 37 items assessing their value beliefs in mathematics. Confirmatory factor analyses supported the conceptual differentiation of value beliefs into a total of 11 value facets. Whereas the factor structure was invariant across gender, there were considerable differences in mean levels favoring boys on some but not all value facets. These gender differences depended not only on the value component but also on the specific facet under consideration.