Research Proposal: The Mediating Role of Stereotype Threat and Achievement Goals in the Regulation of Scientific Motivation

智力上的优点：女性经常被别人认为她们没有能力成为科学家，因为她们被认为缺乏执行科学任务所需的数学能力。课堂上没有或存在刻板印象威胁线索可能会决定女性采用的成就目标的类型，进而导致科学动机的变化。Veller and？S(1997)的内在动机和外在动机的层次模型为本研究提供了一个理论框架，该模型考察了感知能力和人际因素如何在环境对科学动机的影响中起中介作用。这项拟议的研究将测试HMIEM的背景部分，以努力确定在实验室课堂环境的嵌套背景下，个人的科学动机是否受到刻板印象、威胁和成就目标的调节。研究人员预测，对课堂环境的感知将间接影响三种不同的科学动机--内在动机、外在动机和回避动机。刻板印象威胁和成绩回避目标对内在动机和外在动机有负向中介作用，对回避动机有促进作用。这项研究将采用横断面、多水平结构方程模型设计。参与者将包括路易斯安那理工大学和蒙大拿州立大学两所大学科学实验室班的2500名大学生。数据将使用在线调查方法收集。更广泛的影响：这些发现将加强学生对性别偏见的态度、成就目标和实验室课堂环境方面是否被学生视为或多或少有助于科学动机的理解。只要确定了这些因素，就可以就教学战略和干预措施提出切实可行的建议。该项目通过研究频道和教师网络提供的纪录片和播客，制定了一项创新的多媒体传播计划。这项计划将确保那些最有能力在课堂上有所作为的人听到调查结果。该奖项是与NSF EPSCoR办公室共同资助的。

Intellectual Merit : Women are often subjected by others to the stereotypical belief that they are incapable of being scientists because, for instance, they are assumed to lack the mathematical ability needed to perform scientific tasks. It is possible that the absence or presence of stereotype threat cues in the classroom can determine the types of achievement goals women adopt, in turn leading to changes in scientific motivation. Vallerand?s (1997) hierarchical model of intrinsic and extrinsic motivation (HMIEM) provides a theoretical framework for this research which examines how perceived competence and interpersonal factors mediate the effect of the environment on scientific motivation. The proposed research will test the contextual component of the HMIEM in an effort to determine whether individual science motives are mediated by stereotype threat and achievement goals in the nested context of a laboratory classroom environment. The researchers predict that perceptions of classroom environment will have indirect effects on three separate scientific motives?intrinsic motivation, extrinsic motivation, and avoidance motivation. Stereotype threat and performance avoidance goals are expected to have negative mediating effects on intrinsic and extrinsic motivation, and facilitating effects on avoidance motivation. The study will utilize a cross-sectional, multilevel structural equation modeling design. Participants will consist of 2,500 college students enrolled in science laboratory classes at two universities--Louisiana Tech University and Montana State University. Data will be collected using an online survey method. Broader Impact: The findings will enhance understanding of whether gender-biased attitudes, achievement goals, and aspects of the laboratory classroom environment are viewed by students as being more or less facilitative of scientific motivation. Practical recommendations regarding pedagogical strategies and intervention could be made to the extent that these factors are identified. The project has an innovative, multi-media dissemination plan via documentaries and podcasts made available through the Research Channel, and Teachers' Network. This plan will ensure the findings are heard by those most able to make a difference in the classroom.This award is co-funded with the NSF EPSCoR office.