Systemizing and the gender gap: examining academic achievement and perseverance in STEM

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskrift

Abstract

For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, self-efficacy, and motivation to explain students’ academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.

Detaljer

Författare
Enheter & grupper
Externa organisationer
  • McGill University
  • Concordia University
Forskningsområden

Ämnesklassifikation (UKÄ) – OBLIGATORISK

  • Genusstudier
  • Psykologi (exklusive tillämpad psykologi)

Nyckelord

Originalspråkengelska
Sidor (från-till)479-500
Antal sidor22
TidskriftEuropean Journal of Psychology of Education
Volym34
Utgivningsnummer2
Tidigt onlinedatum2018 jun 7
StatusPublished - 2019
PublikationskategoriForskning
Peer review utfördJa