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

研究提案：刻板印象威胁和成就目标在科学动机调节中的中介作用

• 批准号: 1036767
• 负责人: Eric Deemer
• 金额: $ 31.21万
• 依托单位: Louisiana Tech University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-12-01 至 2013-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1036767&HistoricalAwards=false
• 关键词: Research; Proposal; Mediating; Role; Stereotype

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.

智力优势：女性经常受到别人的刻板印象，认为她们不能成为科学家，因为，例如，她们被认为缺乏执行科学任务所需的数学能力。课堂上刻板印象威胁线索的缺失或存在可能会决定女性采用的成就目标类型，进而导致科学动机的变化。Vallerand吗?s（1997）的内在和外在动机层次模型（HMIEM）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介导环境对科学动机的影响。本研究将测试HMIEM的情境成分，以确定在实验室课堂环境的嵌套情境中，个体科学动机是否受到刻板印象威胁和成就目标的中介。研究人员预测，对课堂环境的感知将对三个独立的科学动机产生间接影响。内在动机，外在动机和回避动机。刻板印象威胁和绩效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。本研究将采用横截面、多层结构方程模型设计。参与者将包括2500名在路易斯安那理工大学和蒙大拿州立大学两所大学参加科学实验课程的大学生。数据将通过在线调查的方式收集。更广泛的影响：研究结果将加强对性别偏见态度、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利于科学动机的理解。只要确定了这些因素，就可以提出有关教学策略和干预措施的实际建议。该项目有一个创新的多媒体传播计划，通过研究频道和教师网络提供纪录片和播客。这个计划将确保这些发现被那些最有能力在课堂上发挥作用的人听到。该奖项由NSF EPSCoR办公室共同资助。