Identifying the Psychological Processes Used by Male and Female Students When Learning about Science Technology Engineering and Mathematics: A Linguistic Inquiry

Autor/inn/en	Hall, Sophie S.; Puttick, Steve; Maltby, John
Titel	Identifying the Psychological Processes Used by Male and Female Students When Learning about Science Technology Engineering and Mathematics: A Linguistic Inquiry
Quelle	In: Science Education, 105 (2021) 6, S.1151-1172 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Sophie S.) ORCID (Puttick, Steve) ORCID (Maltby, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21679
Schlagwörter	STEM Education; Secondary School Students; Student Attitudes; Gender Differences; Psychological Patterns; Difficulty Level; Learning Processes; Outcomes of Education; Correlation; Disproportionate Representation; Teaching Methods; Discourse Analysis; Personal Narratives; Writing (Composition); Emotional Response; Thinking Skills; Student Motivation; Risk; Academic Failure; Positive Attitudes; Negative Attitudes; Learning Strategies + Suchen Sie Ihr Suchwort? STEM; Sekundarschüler; Schülerverhalten; Geschlechterkonflikt; Schwierigkeitsgrad; Learning process; Lernprozess; Lernleistung; Schulerfolg; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Erlebniserzählung; Schreibübung; Emotionales Verhalten; Denkfähigkeit; Schulische Motivation; Risiko; Negative Fixierung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Learning in Science, Technology, Engineering, and Mathematics (STEM) is challenging, leaving many students to give up on these subjects. Specifically, females are underrepresented in STEM industries. Identifying how male and female students deal with STEM learning challenges, and how this relates to learning outcomes, may inform teaching that best supports the preferences of individual students. This study asked secondary school students, who had just completed a STEM lesson that they reported as finding difficult (n = 3758; male = 51.2%), to write narratives about how they dealt with the lesson. Narratives were analyzed using a linguistic text analysis program to identify core psychological processes contained within the narratives from lessons in science n = 1305 (males = 46.3%), technology n = 589 (males = 63.7%), engineering n = 202 (males = 57.9%), and mathematics n = 1662 (males = 49.9%). Students were also asked to score how well they think they did in the difficult lesson (learning outcome). Pearson's correlations between students' use of core psychological processes and their perceptions of lesson success were computed separately for males and females. Common strategies emerged across the STEM subjects: for female students, positive learning outcomes were associated with positive emotions, social processes, rewards, and strategic thinking. For male students, positive learning outcomes were associated with motivation around the risk of failing, rationalizing the problem, and strategic thinking. Negative emotion was associated with a negative learning outcome for both broadly defined genders, but this was more evident across the subjects for females. We specify our understanding of this strategy by reporting data separately for the STEM subjects and the implications for STEM pedagogy. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01