GSE/RES: Interactive Effects in the Theory of Planned Behavior: Examining Attitudes, Norms, Control, and Stereotype Threat to Predict Girls' Math Performance and Intentions

GSE/RES：计划行为理论中的交互效应：检查态度、规范、控制和刻板印象威胁以预测女孩的数学表现和意图

• 批准号: 0734124
• 负责人: Bettina Casad
• 金额: --
• 依托单位: Cal Poly Pomona Foundation, Inc.
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0734124&HistoricalAwards=false
• 关键词: GSE; RES; Interactive; Effects; Theory

Intellectual Merit-The objective of the project is to offer a comprehensive model of the psychological, institutional, and societal barriers that undermine girls? and minorities? interest and performance in math. The project uses the theory of planned behavior to examine the interactive effects of attitudes, subjective norms, and perceived control to predict interests and behavioral intentions of participating in math fields. In addition, the project examines an understudied effect among adolescents, namely the role of stereotype threat in affecting attitudes toward and performance in math. The project proposes that stereotype threat should be examined as a mediating factor impeding girls? and minorities? performance and interest in math. The main hypotheses are that a modified theory of planned behavior will account for gender differences in math performance and behavioral intentions regarding math participation. Specifically, attitudes, subjective norms, and perceived control will predict behavioral intentions, but will be mediated by experiences with math-based stereotype threat. In addition, the effect of stereotype threat on performance will be moderated by personality traits such as dispositional tendencies toward gender-based threat. Students experiencing stereotype threat will have lower behavioral intentions and performance than students not experiencing stereotype threat. Greater experience of stereotype threat will lead to disengagement and avoidance of math, which will lead to lower behavioral intentions for math related activities. A mixed methods approach is taken to examine multi-level variables influencing behavioral intentions. The targeted population is 600 middle school students (6th, 7th, and 8th grades) in a diverse school district in Los Angeles County, Azusa Unified School District. The project has three phases consisting of questionnaires and in-depth interviews with math teachers, counselors, students, and parents and an experimental induction of stereotype threat in math classes. Broader Impacts-The project integrates teaching, learning, and research by directly involving students in all phases of the project. Educational infrastructure is enhanced by providing research opportunities and training to undergraduate students in psychology and sociology research. The existing networks between the university and local community and education system are further strengthened. The outcomes of the project are more in-depth knowledge of multi-level barriers and how they interact to affect math participation and performance among girls, ethnic minorities, and students with lower socioeconomic status. An executive summary of the findings will be distributed to participating schools? principals, counselors, teachers, and parents. In addition, top level district administrators will be briefed on the findings in a report and presentation. In the reports and summaries, the investigators make recommendations for educational practices and interventions based on the outcomes of the study. The results will be presented at national and regional conferences as well as at campus events for K-12 teacher-training, thus educating future researchers and teachers about the barriers to girls? and minorities? STEM participation. Finally, the results will be published in leading social science journals so that other researchers can adopt the successful aspects of the methodology and theoretical framework of the project.

智力优势-该项目的目标是提供一个全面的模型，心理，制度和社会障碍，破坏女孩？和少数族裔？本研究利用计画行为理论，探讨态度、主观规范与知觉控制的交互作用，以预测参与数学领域的兴趣与行为意向。此外，该项目还探讨了一个未充分研究的影响青少年，即刻板印象的威胁在影响态度和表现在数学的作用。该项目提出，刻板印象的威胁应被视为一个中介因素阻碍女孩？少数民族？主要假设是，计划行为的修正理论将解释数学表现和数学参与行为意图的性别差异。具体而言，态度，主观规范，知觉控制将预测行为意图，但将介导的经验与基于数学的刻板印象的威胁。此外，刻板印象威胁对绩效的影响会受到人格特质如性别威胁倾向的调节。经历刻板印象威胁的学生比没有经历刻板印象威胁的学生有更低的行为意图和表现。刻板印象威胁的经验越多，就会导致数学的脱离和回避，这将导致数学相关活动的行为意图降低。混合方法的方法是采取多层次的变量影响行为意图。目标人群是洛杉矶县Azusa联合学区一个多元化学区的600名中学生（6、7和8年级）。本研究分三个阶段进行，分别对数学教师、辅导员、学生和家长进行问卷调查和深度访谈，并对数学课堂中的刻板印象威胁进行实验性的归纳。更广泛的影响-该项目通过直接让学生参与项目的各个阶段来整合教学，学习和研究。教育基础设施通过向心理学和社会学研究的本科生提供研究机会和培训得到加强。大学与地方社区和教育系统之间的现有网络得到进一步加强。该项目的成果是更深入地了解多层次的障碍，以及它们如何相互作用，影响女孩，少数民族和社会经济地位较低的学生的数学参与和表现。调查结果的执行摘要将分发给参与学校？校长、辅导员、老师和家长。此外，高级地区行政人员将在一份报告和介绍中简要介绍调查结果。在报告和摘要中，研究人员根据研究结果提出了教育实践和干预措施的建议。研究结果将在国家和地区会议上以及K-12教师培训校园活动中展示，从而教育未来的研究人员和教师了解女孩面临的障碍。和少数族裔？STEM参与。最后，研究结果将发表在领先的社会科学期刊上，以便其他研究人员可以采用该项目的方法和理论框架的成功方面。