The role of motivation in gendered educational and occupational trajectories related to maths
The role of motivation in gendered educational and occupational trajectories related to maths
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动机在与数学相关的性别教育和职业轨迹中的作用
DOI：
10.1080/13803610600765562
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发表时间：
2006
影响因子：
1.4
通讯作者：
H. Watt
中科院分区：
文献类型：
--
作者：
H. Watt
本研究考察了高中数学参与中持续存在的性别失衡，这对青少年未来的职业生涯有影响。该研究证实，在澳大利亚青年样本中，男性在数学相关的教育和职业选择方面的参与度一直较高。使用Eccles及其同事的期望-价值框架（Eccles (Parsons) et al., 1983）解释了数学课程的性别选择以及数学相关职业的参与意愿；Wigfield & Eccles, 2000)。通过对澳大利亚悉尼442名9年级至11年级青少年的纵向数据分析，评估了数学相关自我认知、内在价值和效用价值以及感知任务难度的影响。性别数学相关的自我认知和内在价值是高中数学性别教育参与的主要影响因素，这随后预测了数学相关的职业抱负——超过了先前的数学成就。效用值与数学相关的职业意向呈曲线关系，其中效用值最高的女生计划从事与数学高度相关的职业，而效用值中高的男生计划从事与数学高度相关的职业。建议的重点是如何提高数学的参与度，特别是女孩的参与度。
This study examined the continued gender imbalance in mathematics participation in senior high, which has implications for adolescents' future careers. It confirms persisting greater male participation in maths-related educational and occupational choices among this sample of Australian youth. Gendered course-taking in maths, along with participation intentions for maths-related careers, were explained using the Expectancy–Value framework of Eccles and colleagues (Eccles (Parsons) et al., 1983; Wigfield & Eccles, 2000). The influences of maths-related self-perceptions, intrinsic and utility values, and perceived task difficulty were assessed using longitudinal data from a sample of 442 adolescents spanning Grades 9 through 11 in Sydney, Australia. Gendered maths-related self-perceptions and intrinsic values were the major influences on gendered educational participation in senior high maths, which subsequently predicted maths-related career aspirations—over and above prior mathematical achievement. Utility value showed a curvilinear relationship with maths-related occupational intentions moderated by gender, whereby girls with the highest utility values planned for highly maths-related careers, while boys with mid through high utility values planned similarly highly maths-related careers. Recommendations focus on ways to enhance participation in maths, especially for girls.
影响因子：
4.6
作者：
Jacobs, JE;Lanza, S;Wigfield, A
通讯作者：
Wigfield, A