The Roles of Gender Stigma Consciousness, Impostor Phenomenon and Academic Self-Concept in the Academic Outcomes of Women and Men
The Roles of Gender Stigma Consciousness, Impostor Phenomenon and Academic Self-Concept in the Academic Outcomes of Women and Men
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DOI：
10.1007/s11199-015-0516-7
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发表时间：
2015-11-01
期刊：
影响因子：
3.8
通讯作者：
Roberts, Davia
中科院分区：
文献类型：
--
作者：
Cokley, Kevin;Awad, Germine;Roberts, Davia
学业成绩方面的性别差异问题已被广泛报道和讨论。近期数据表明，在学业成就上的相似之处多于差异，但也显示出男性更有可能将成绩归因于能力，而女性更有可能将其归因于努力。因此，关注具有性别特征且影响学业成绩的潜在因素和心理过程可能更有用。本研究的主要目的是在美国西南部的一个男女本科生样本（345名女性，146名男性）中测试一个学业成绩的假设模型。参与者是从一个教育心理学学科库中招募的，并完成了一项在线调查。测试了一个假设的路径模型，该模型将性别污名意识与冒名顶替现象联系起来，并通过学业自我概念将冒名顶替现象与学业脱离和平均绩点（GPA）等学业成绩联系起来。还测试了其他替代模型，包括：1）学业自我概念预测冒名顶替感；2）冒名顶替感预测性别污名意识；3）GPA预测学业自我概念。结果显示，假设模型在男女中都能较好地拟合数据，而替代模型的拟合度较差。然而，在一些路径上存在显著差异。从冒名顶替现象到GPA的路径对女性显著，但对男性不显著，而从学业自我概念到学业脱离的路径对男性显著，但对女性不显著。讨论了关于冒名顶替感在成绩方面的性别角色的理论和实践意义。
The question of gender differences in academic outcomes has been widely reported and debated. Recent data suggest more similarities than differences in achievement, yet also show males being more likely to make ability attributions for grades while females are more likely to make effort attributions. Thus, it may be more useful to focus on underlying factors and psychological processes that are gendered and influence academic outcomes. The primary purpose of this study was to test a hypothesized model of academic outcomes in a sample of U.S. undergraduate women and men in the Southwest (345 women, 146 men). Participants were recruited from an educational psychology subject pool and completed an online survey. A hypothesized path model was tested that linked gender stigma consciousness to impostor phenomenon, and linked impostor phenomenon to the academic outcomes of disengagement and grade point average (GPA) through academic self-concept. Alternative models were also tested that included 1) academic self-concept predicting impostor feelings, 2) impostor feelings predicting gender stigma consciousness, and 3) GPA predicting academic self-concept. Results revealed the hypothesized model fit the data reasonably well across men and women while the alternative models resulted in a poorer fit. However, there were notable differences in some of the paths. The path from impostor phenomenon to GPA was significant for women but not men, while the path from academic self-concept to disengagement was significant for men but not women. Theoretical and practical implications regarding the gendered role of impostor feelings in grades are discussed.