GSE/RES - Incremental Mindset and Utility for Science Learning and Engagement (I-MUScLE): A Quasi-Experimental Study of the Impacts of Targeted Classroom Treatments

GSE/RES - 科学学习和参与的渐进心态和效用 (I-MUScLE)：有针对性的课堂治疗影响的准实验研究

• 批准号: 1136143
• 负责人: Jennifer Schmidt
• 金额: $ 52.14万
• 依托单位: Northern Illinois University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1136143&HistoricalAwards=false
• 关键词: GSE; RES; Incremental; Mindset; Utility

Intellectual Merit: Northern Illinois University proposes a study to understand inhibitory and promoting factors in males' and females' science outcomes, using a general framework provided by an expectancy-value theory of achievement motivation. Primary variables of interest include students' beliefs about the nature of ability in science as fixed or malleable (mindset) and students' perceptions about the utility of science to their lives (utility value). The research is a quasi-experimental study to test the independent and combined effects of ability beliefs and utility value for adolescent boys and girls. The study will be conducted in 24 7th and 9th grade science classrooms in a large diverse school district (N=600 students). Classrooms will be assigned to one of four treatment groups, with treatments lasting 6 weeks. Using data from surveys, observation, experience sampling techniques, and school records, the researchers will examine the impact of these various treatments on student engagement, achievement, and interest in science, testing for differential effects by gender and grade level. The data will be analyzed using Hierarchical Linear Modeling to account for the nested structure of the data, with students being nested within classrooms.Broader Impacts: The design of the proposed study affords an unprecedented opportunity to test for gender variation in the independent and combined effects of perceptions of science ability and science utility. Theory and research suggest that those perceptions play important roles in the development of learning outcomes, but these two factors have not been examined simultaneously with respect to science, and differential effects by gender have not been adequately explored. The study will impact theory by elucidating the role of specific components of the expectancy-value model in science and by clarifying the role of these components for each gender. The study will impact practice by identifying effective classroom approaches for promoting science engagement, achievement, and interest among boys and girls.

智力优势：北伊利诺伊大学提出了一项研究，利用成就动机的预期价值理论提供的一般框架，了解男性和女性科学成果中的抑制和促进因素。感兴趣的主要变量包括学生认为科学能力的性质是固定的或可延展的(思维定势)，以及学生对科学对他们生活的效用(效用价值)的看法。本研究是一项准实验研究，旨在检验青春期男孩和女孩的能力、信念和实用价值的独立效应和联合效应。这项研究将在一个大而多样的学区(N=600名学生)的24个7年级和9年级的科学教室中进行。教室将被分配到四个治疗组中的一个，治疗持续6周。使用调查、观察、经验抽样技术和学校记录的数据，研究人员将检查这些不同治疗方法对学生参与度、成就和对科学的兴趣的影响，测试性别和年级水平的差异效果。这些数据将使用分层线性模型进行分析，以说明数据的嵌套结构，学生将嵌套在教室内。广泛影响：拟议研究的设计提供了一个前所未有的机会，以测试科学能力和科学效用知觉的独立和综合影响中的性别差异。理论和研究表明，这些知觉在学习结果的发展中起着重要作用，但这两个因素在科学上并没有同时得到检验，性别差异的影响也没有得到充分的探索。这项研究将通过阐明期望值模型的具体组成部分在科学中的作用以及澄清这些组成部分对每个性别的作用来影响理论。这项研究将通过确定有效的课堂方法来促进男孩和女孩的科学参与、成就和兴趣，从而影响实践。