40 research outputs found
Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls.
Despite international advancements in gender equality across a variety of societal domains, the underrepresentation of girls and women in Science, Technology, Engineering, and Mathematics (STEM) related fields persists. In this study, we explored the possibility that the sex difference in mathematics anxiety contributes to this disparity. More specifically, we tested a number of predictions from the prominent gender stratification model, which is the leading psychological theory of cross-national patterns of sex differences in mathematics anxiety and performance. To this end, we analyzed data from 761,655 15-year old students across 68 nations who participated in the Programme for International Student Assessment (PISA). Most importantly and contra predictions, we showed that economically developed and more gender equal countries have a lower overall level of mathematics anxiety, and yet a larger national sex difference in mathematics anxiety relative to less developed countries. Further, although relatively more mothers work in STEM fields in more developed countries, these parents valued, on average, mathematical competence more in their sons than their daughters. The proportion of mothers working in STEM was unrelated to sex differences in mathematics anxiety or performance. We propose that the gender stratification model fails to account for these national patterns and that an alternative model is needed. In the discussion, we suggest how an interaction between socio-cultural values and sex-specific psychological traits can better explain these patterns. We also discuss implications for policies aiming to increase girls' STEM participation
Programa de intervención en representaciones de creatividad y motivación académica de adolescentes
Creativity and its promotion are widespread concerns in education. However, few efforts have been made to implement
intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving
Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has
been one of the most implemented programs. This intervention’s materials and activities were adapted for Portuguese students, and
a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers.
Teachers received previous training for the program and during the program’s implementation. Intervention participants included
77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of
academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group,
in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.A criatividade e sua promoção geram grande preocupação em educação. Contudo, poucos esforços têm existido para
implementar programas destinados a sua promoção e de outros aspetos relacionados (e.g., motivação acadêmica). O Future Problem
Solving Program International (FPSPI), criado para melhorar as representações de criatividade e a resolução criativa de problemas
em jovens, tem sido um dos mais implementados. Os seus materiais e atividades foram adaptados para estudantes portugueses,
efetuando-se um estudo longitudinal. O programa foi implementado durante quatro meses, semanalmente, por treze professores, que
receberam formação antes e durante a implementação. O grupo experimental incluiu 77 estudantes do Ensino Básico e Secundário,
apresentando o grupo de controlo 78 estudantes com características equivalentes. Os dados sobre a motivação e criatividade foram
recolhidos num pré e pós-teste. Os resultados sugerem um aumento significativo na motivação e crenças apropriadas de criatividade
no grupo experimental. Implicações práticas e perspectivas para investigações futuras são apresentadas.La creatividad y su promoción generan gran preocupación en educación. Sin embargo, han sido llevados a cabo pocos
esfuerzos para implementar programas de promoción de la creatividad y otros aspectos (e.g., motivación académica). El Future
Problem Solving Program International (FPSPI), creado para mejorar las representaciones de creatividad y la solución creativa de
problemas en jóvenes, ha sido bastante implementado. Se adaptaron sus materiales y actividades para estudiantes portugueses, y
se desarrolló un estudio longitudinal. El programa se implementó semanalmente durante cuatro meses por trece profesores, que
recibieron formación antes y durante la implementación. El grupo experimental incluyó 77 estudiantes de Educación Primaria y
Secundaria y el grupo de control incluyó 78 estudiantes con características semejantes. Los datos de motivación y creatividad fueron
recogidos en un pre y post-test, sugiriendo un aumento significativo de motivación y creencias apropiadas sobre la creatividad en el
grupo experimental. Se presentan implicaciones prácticas y perspectivas para futuras investigaciones.Fundação para a Ciência e a Tecnologia (FCT) - SFRH/BPD/80825/201
The Career Decisions of Gifted Students: An Asian-Pacific Perspective
Drawing on the literature in multiple related areas, an overview is presented in this chapter of the major issues that may surround career decisions for gifted students in the Asia-Pacific region. After a discussion on the pervasive role of family influence reflecting cultural values in the region, coverage is given to the importance placed on extrinsic values such as prestige, economic returns, and stability in a career (and the lack of emphasis on intrinsic values such as interest and a desire for intellectual stimulation), along with gender role expectations and the experience of career indecision. Thereafter, the similarities and differences in the career aspirations of gifted students in the region with the career aspirations of gifted students in Western societies are explained. Following this, two career theories that may be useful in understanding the career decisions of this group—the theory of circumscription and compromise and the theory of work adjustment—are discussed. The chapter concludes with some speculative, but research-informed, thoughts on the future of the career decisions of gifted students in the region
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Links between Autistic Traits, Feelings of Gender Dysphoria, and Mentalising Ability: Replication and Extension of Previous Findings from the General Population
Gender nonconformity is substantially elevated in the autistic population, but the reasons for this are currently unclear. In a recent study, Kallitsounaki and Williams (2020; authors 1 and 2 of the current paper) found significant relations between autistic traits and both gender dysphoric feelings and recalled cross-gender behaviour, and between mentalising ability and gender dysphoric feelings. The current study successfully replicated these findings (results were supplemented with Bayesian analyses), in sample of 126 adults. Furthermore, it extended the previous finding of the role of mentalising in the relation between autistic traits and gender dysphoric feelings, by showing that mentalising fully mediated this link. Results provide a potential partial explanation for the increased rate of gender nonconformity in the autistic population
A Room with a Viewpoint Revisited: Descriptive Norms and Hotel Guests' Towel Reuse Behavior
Field experiments on descriptive norms as a means to increase hotel guests' towel reuse [1] were replicated and extended. In two hotels in Germany (Study 1: N = 724; Study 2: N = 204), descriptive norm messages suggesting that 75% of guests had reused their towels, or a standard message appealing to environmental concerns, were placed in guests' bathrooms. Descriptive norm messages varied in terms of proximity of the reference group ("hotel guests" vs. "guests in this room") and temporal proximity (currently vs. two years previous). Reuse of towels was unobtrusively recorded. Results showed that reuse rates were high overall and that both standard and descriptive norm messages increased reuse rates compared to a no-message baseline. However, descriptive norm messages were not more effective than the standard message, and effects of proximity were inconsistent across studies. Discussion addresses cultural and conceptual issues in comparing the present findings with previous ones