{"title":"数学-性别刻板印象与职业意向:期望价值理论的应用","authors":"Jingjing Song, Bin Zuo, Fangfang Wen, Lei Yan","doi":"10.1080/03069885.2017.1283680","DOIUrl":null,"url":null,"abstract":"ABSTRACT Exposure to negative math-gender stereotypes undermines the intentions of female college students to engage in careers in the math field, yet the mechanisms by which such stereotypes relate to girls’ career intentions remain unclear. We simultaneously tested multiple mediators in a sample of 186 female students from one high school in central China. Participants completed five questionnaires that measured mathematics-related gender stereotypes, competence beliefs, task value, sexual attraction beliefs and career intentions. The path analysis results indicated that math-gender stereotypes were negatively related to adolescent girls’ career intentions in math fields through negative relationships with students’ mathematics-related competence beliefs, task value and sexual attraction beliefs. These results are discussed in terms of their implications for theory and educational practice.","PeriodicalId":9352,"journal":{"name":"British Journal of Guidance & Counselling","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2017-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"20","resultStr":"{\"title\":\"Math-gender stereotypes and career intentions: an application of expectancy–value theory\",\"authors\":\"Jingjing Song, Bin Zuo, Fangfang Wen, Lei Yan\",\"doi\":\"10.1080/03069885.2017.1283680\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Exposure to negative math-gender stereotypes undermines the intentions of female college students to engage in careers in the math field, yet the mechanisms by which such stereotypes relate to girls’ career intentions remain unclear. We simultaneously tested multiple mediators in a sample of 186 female students from one high school in central China. Participants completed five questionnaires that measured mathematics-related gender stereotypes, competence beliefs, task value, sexual attraction beliefs and career intentions. The path analysis results indicated that math-gender stereotypes were negatively related to adolescent girls’ career intentions in math fields through negative relationships with students’ mathematics-related competence beliefs, task value and sexual attraction beliefs. These results are discussed in terms of their implications for theory and educational practice.\",\"PeriodicalId\":9352,\"journal\":{\"name\":\"British Journal of Guidance & Counselling\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2017-02-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"20\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Guidance & Counselling\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/03069885.2017.1283680\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Guidance & Counselling","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/03069885.2017.1283680","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
Math-gender stereotypes and career intentions: an application of expectancy–value theory
ABSTRACT Exposure to negative math-gender stereotypes undermines the intentions of female college students to engage in careers in the math field, yet the mechanisms by which such stereotypes relate to girls’ career intentions remain unclear. We simultaneously tested multiple mediators in a sample of 186 female students from one high school in central China. Participants completed five questionnaires that measured mathematics-related gender stereotypes, competence beliefs, task value, sexual attraction beliefs and career intentions. The path analysis results indicated that math-gender stereotypes were negatively related to adolescent girls’ career intentions in math fields through negative relationships with students’ mathematics-related competence beliefs, task value and sexual attraction beliefs. These results are discussed in terms of their implications for theory and educational practice.
期刊介绍：
The British Journal of Guidance & Counselling exists to communicate theoretical and practical writing of high quality in the guidance and counselling field. It is addressed to an international, interdisciplinary audience and welcomes submissions dealing with diverse theoretical orientations from practitioners and researchers from around the world. It is concerned to promote the following areas: •the theory and practice of guidance and counselling •the provision of guidance and counselling services •training and professional issues
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
