Math-gender stereotypes and career intentions: an application of expectancy-value theory

被引：14
|
作者：
Song, Jingjing [1 ,2 ]
Zuo, Bin [1 ,2 ,3 ]
Wen, Fangfang [1 ,2 ]
Yan, Lei [1 ,2 ]
机构：
[1] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China
[2] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China
[3] Cent China Normal Univ, Social Psychol, Wuhan, Peoples R China
来源：
BRITISH JOURNAL OF GUIDANCE & COUNSELLING | 2017年 / 45卷 / 03期
基金：
中国国家自然科学基金;
关键词：
Math-gender stereotypes; expectancy-value theory; career intentions; math-related sexual attraction beliefs; Chinese adolescents; ACHIEVEMENT; PERFORMANCE; BELIEFS; PERCEPTIONS; ENDORSEMENT; MATHEMATICS; PREDICTORS; RELATE; WOMEN;
D O I：
10.1080/03069885.2017.1283680
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
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.
引用
收藏
页码：328 / 340
页数：13
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