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

智力优势：妇女往往受到其他人的陈规定型观念的影响，认为她们不能成为科学家，因为，例如，她们被认为缺乏完成科学任务所需的数学能力。这是可能的，没有或存在的刻板印象威胁线索在课堂上可以确定类型的成就目标的妇女采用，反过来又导致科学动机的变化。 瓦勒兰？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，考察了知觉能力和人际因素如何中介环境对科学动机的影响。 拟议的研究将测试的HMIEM的上下文组件，以确定是否个别的科学动机介导的刻板印象的威胁和成就目标的嵌套的实验室教室环境中的背景。研究人员预测，对课堂环境的看法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。刻板印象威胁目标和成绩回避目标对内在动机和外在动机具有负向中介作用，对回避动机具有促进作用。本研究将采用横断面、多层次结构方程模型设计。参与者将包括2,500名在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上课的大学生。数据将采用在线调查方法收集。更广泛的影响：研究结果将加强了解是否性别偏见的态度，成就目标，和实验室的课堂环境方面被学生视为或多或少的科学动机的促进。在确定这些因素的范围内，可以提出关于教学战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。 该计划将确保那些最有能力在课堂上发挥作用的人能够听到这些发现。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.