女孩和男孩通常有相似的数学价值信念:跨越历史时间、高中和种族/民族的复制证据。

IF 3 2区 心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Journal of Adolescence Pub Date : 2025-01-09 DOI:10.1002/jad.12456
Christine R Starr, Glona Lee-Poon, Charlott Rubach, Yannan Gao, Nayssan Safavian, Anna-Lena Dicke, Jacquelynne S Eccles, Sandra D Simpkins
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引用次数: 0

摘要

个人的数学价值信念被理论化,以影响谁坚持干。然而,现有的关于青少年数学价值信念性别差异的研究结果并不一致。本研究的目的是使用三个现有的数据集来帮助澄清高中青少年的性别差异何时出现以及谁(即跨历史时间,年级水平和种族/民族的青少年)。具体而言,我们研究了青少年数学价值信念(即兴趣,效用和成就)的性别差异在以下方面的复制程度:(1)跨越20世纪90年代至2010年代的三个数据集,(2)从9年级到12年级,以及(3)在美国四个最大的种族/民族群体(即亚洲,黑人,拉丁裔和白人青少年)。方法:我们用三个现有的美国纵向数据集来测试这些目标:加州成就动机项目(CAMP) (n = 8855),童年及以后研究(CAB) (n = 582)和高中纵向研究(HSLS) (n = 21,000)。学生在高中(9 -12年级),一半是女孩(49%-53%)。所有三个数据集都包含具有相同或相似数学值信念项的测量,使概念复制成为可能。结果和结论:总体而言,我们没有发现强有力的证据表明青少年的数学价值信念总体上存在有意义的性别差异。我们确实在最古老的数据集(CAB)中发现了有意义的性别差异。当在每个种族/民族群体中进行检查时,我们没有发现黑人或拉丁裔青少年在数学价值信念方面存在性别差异的证据,但在亚洲和白人青少年中存在一些差异。研究结果与性别相似性假说一致,表明青春期的女孩和男孩有着相似的数学价值观。
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Girls and Boys Typically Have Similar Math Value Beliefs: Replication Evidence Across Historical Time, High School, and Racial/Ethnic Groups.

Introduction: Individuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent. The goal of this study was to use three existing datasets to help clarify when gender differences emerge for high school adolescents and for whom (i.e., adolescents across historical time, grade level, and race/ethnicity). Specifically, we examined the extent to which gender differences in adolescents' math value beliefs (i.e., interest, utility, and attainment) replicated (1) across three datasets spanning the 1990s to 2010s, (2) from 9th-12th grade, and (3) within each of the four largest U.S. racial/ethnic groups (i.e., Asian, Black, Latine, and White adolescents).

Methods: We tested these aims with three existing longitudinal U.S. datasets: the California Achievement Motivation Project (CAMP) (n = 8855), the Childhood and Beyond Study (CAB) (n = 582), and the High School Longitudinal Study (HSLS) (n = 21,000). Students were in high school (9th-12th grade) and half were girls (49%-53%). All three datasets included measures with the same or similar math value belief items, making conceptual replication possible.

Results and conclusions: Overall, we did not find strong evidence for meaningful gender differences in adolescents' math value beliefs overall. We did find meaningful gender differences in the oldest data set (CAB). When examined within each racial/ethnic group, we found no evidence of gender differences in math value beliefs among Black or Latine adolescents, but some differences among Asian and White adolescents. The findings align with the gender similarities hypothesis, suggesting adolescent girls and boys had similar math value beliefs.

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来源期刊
Journal of Adolescence
Journal of Adolescence PSYCHOLOGY, DEVELOPMENTAL-
CiteScore
6.40
自引率
2.60%
发文量
123
期刊介绍: The Journal of Adolescence is an international, broad based, cross-disciplinary journal that addresses issues of professional and academic importance concerning development between puberty and the attainment of adult status within society. It provides a forum for all who are concerned with the nature of adolescence, whether involved in teaching, research, guidance, counseling, treatment, or other services. The aim of the journal is to encourage research and foster good practice through publishing both empirical and clinical studies as well as integrative reviews and theoretical advances.
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