LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	77752
Collocazione	UPS BIBL CENTR SL-II-659
Autore	KAHNE, J.
Titolo	Gender differences in students’ physical science motivation : are teachers’ implicit cognitions another piece of the puzzle? Parte componente di periodico
Descrizione fisica	pp. 35-58.
Nota generale	Estratto da: American Educational Research Journal 2017, 54, 1
Riassunto	Implicit stereotypes associating science with male might play a role in the development of gender differences in students’ motivations for physical science. Particularly, the stereotypes of influential adults may induce students’ regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science. Results showed that teachers’ implicit science-is-male stereotypes are positively related with males’ self-concept and intrinsic value but negatively associated with females’ motivational beliefs. The findings of this study corroborate the notion that teachers’ implicit stereotypes can contribute to gender differences in motivational beliefs and probably also to gendered educational choices.
Tipo di documento	RICERCA.
Soggetto	EDUCAZIONE.
	SCIENZA.
	IDENTITÀ DI GENERE.
	SUCCESSO.
	STUDENTI.
	MOTIVAZIONE.
	DOCENTI.
	ATTEGGIAMENTI.
	DIFFERENZA SESSUALE.
	ADULTI.
	AUSTRIA.
Ambito	Pedagogico
Ambito	Sociologico
Titolo correlato	American Educational Research Journal 2017, 54, 1
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2017-10367-002&lang=it&site=ehost-live

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Gender differences in students’ physical science motivation : are teachers’ implicit cognitions another piece of the puzzle?