Women Engineering Students: Competence Perceptions and Achievement Goals in the Freshman Engineering Course
Women Engineering Students: Competence Perceptions and Achievement Goals in the Freshman Engineering Course
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女工科学生：新生工程课程中的能力认知和成就目标
DOI：
10.1007/s11199-013-0325-9
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发表时间：
2013
期刊：
影响因子：
3.8
通讯作者：
C. M. Jagacinski
中科院分区：
文献类型：
--
作者：
C. M. Jagacinski
研究表明，在美国，女性工程专业的学生通常比男性同学有更低的能力感知。根据成就目标理论，低能力知觉与回避成就目标有关，回避成就目标涉及避免失败的专注，而不是专注于接近成功。目前的研究是为了观察大一工程课程中的女性是否会比男性同学更低地评价自己的能力，以及她们是否更有可能采用回避成就目标。此外，将降低能力的看法（即，能力知觉、自我效能）和回避目标对大一工程课程的学习成绩和学习兴趣有负向影响。来自美国中西部大学的117名第一学期工程专业的学生在本学期完成了多次调查。数据还收集了一个样本的82名第一学期的学生参加了心理学导论课程进行比较。女性在大一工程课程报告较低的能力感知和较高水平的回避成就目标比男性在工程课程，比男性和女性在心理学课程。然而，在课程成绩或对工程课程的兴趣方面没有显着的性别差异。进一步的分析显示，通过能力的看法，在工程课程的成绩和兴趣的性别的间接影响。间接影响是负面的，表明妇女在工程领域的价值较低。回避成就目标对间接效应的影响不显著。这些发现的持久性的妇女在工程的影响进行了讨论。
Research suggests that women engineering students in the United States typically have lower competence perceptions than their male classmates. According to achievement goal theory, low competence perceptions are associated with avoidance achievement goals which involve a preoccupation with avoiding failure rather than a focus on approaching success. The current study was conducted to see if women in a freshmen engineering course would rate their competence lower than their male classmates and if they would be more likely to adopt avoidance achievement goals. Further, would lower competence perceptions (i.e., perceived ability, self-efficacy) and avoidance goals have negative effects on grades and interest in the freshman engineering course? A sample of 117 first-semester engineering students from a U.S. Midwestern University completed surveys several times during the semester. Data were also collected from a sample of 82 first-semester students enrolled in an introductory psychology course for comparison purposes. Women in the freshman engineering course reported lower competence perceptions and higher levels of avoidance achievement goals than did men in the engineering course and than men and women in the psychology course. However, there were no significant gender differences in course grades or interest in the engineering course. Further analyses revealed indirect effects of gender on grades and interest in the engineering course through the competence perceptions. The indirect effects were negative suggesting lower values for women in engineering. The avoidance achievement goals were not influential in the indirect effects. The implications of these finding for the persistence of women in engineering are discussed.
影响因子：
7.6
作者：
A. Elliot;Holly Mcgregor
通讯作者：
A. Elliot;Holly Mcgregor
影响因子：
4.6
作者：
ECCLES, J;WIGFIELD, A;BLUMENFELD, P
通讯作者：
BLUMENFELD, P