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

智力价值-该项目的目标是提供一个破坏女孩的心理、制度和社会障碍的综合模型？少数族裔呢？对数学的兴趣和表现。本研究运用计划行为理论考察态度、主观规范和知觉控制对参与数学领域兴趣和行为意图预测的交互作用。此外，该项目还考察了青少年中一个被忽视的影响，即刻板印象威胁在影响对数学的态度和表现方面所起的作用。该项目提出，刻板印象威胁应被视为阻碍女孩的中介因素？少数族裔呢？表现和对数学的兴趣。主要假设是，修改后的计划行为理论将解释数学成绩和参与数学的行为意图的性别差异。具体地说，态度、主观规范和感知控制将预测行为意图，但将通过基于数学的刻板印象威胁的经验进行中介。此外，刻板印象威胁对表现的影响将受到人格特征的影响，例如倾向于基于性别的威胁的倾向。与未经历刻板印象威胁的学生相比，经历刻板印象威胁的学生的行为意图和行为表现较低。更多刻板印象威胁的经历会导致对数学的脱离和回避，这将导致对数学相关活动的行为意图降低。采用混合方法考察了影响行为意图的多水平变量。目标人群是洛杉矶县阿祖萨联合学区不同学区的600名中学生(6年级、7年级和8年级)。该项目分为三个阶段，包括对数学教师、辅导员、学生和家长的问卷调查和深入访谈，以及对数学课堂上刻板印象威胁的实验性诱导。更广泛的影响-该项目通过直接让学生参与项目的所有阶段，将教、学和研究融为一体。通过向本科生提供心理学和社会学研究方面的研究机会和培训，加强了教育基础设施。进一步加强了大学与当地社区和教育系统之间的现有网络。该项目的成果是更深入地了解多层次障碍及其相互作用如何影响女孩、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调查的学校？校长、辅导员、老师和家长。此外，最高层的地区行政人员将在报告和介绍中听取调查结果的简报。在报告和总结中，研究人员根据研究结果对教育实践和干预措施提出建议。结果将在国家和地区会议以及K-12教师培训的校园活动中公布，从而教育未来的研究人员和教师关于女孩面临的障碍？少数族裔呢？干系参与。最后，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方法和理论框架的成功方面。

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.