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首页> 外文学位 >Developmental changes and gender effects on motivational constructs based on the expectancy-value model in Czech and United States students regarding learning of science, mathematics, and other subjects.
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Developmental changes and gender effects on motivational constructs based on the expectancy-value model in Czech and United States students regarding learning of science, mathematics, and other subjects.

机译：基于预期价值模型的捷克和美国学生在学习科学，数学和其他学科方面的发展变化和性别对动机结构的影响。

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摘要

This study employed American and Czech student samples to investigate the motivational constructs used in Eccles and Wigfield's (1983) expectancy-value model. To predict achievement behavior, the model specifies relationships among expectancy for-success and task value, task-specific self-concept, perception of task-difficulty, perceptions of social environment, and interpretations and attributions for past events in relation to the social world. Czech and American students (n = 1,145) in grades 4–12 were the participants in this study. The causal relationships among the constructs were tested to investigate structural similarities and differences in the models for both countries. This study also explored developmental changes, gender, and national differences in the students' motivational beliefs for these motivational constructs: Expectancy for Success, Intrinsic Interest Value, Task-specific Self-concept, Perception of Task-difficulty, and Perceived Vocational Gender Dominance for science, mathematics, and other school subjects.; The findings indicated that, for both countries, with respect to changes over grade level, compared to the younger students, the older students showed lower motivational beliefs for most subject areas except reading. However, the Czech students in grades 6–8 showed more positive motivational beliefs in life science and social studies than did the Czech students in other grade levels. In comparing genders, the male students exhibited more positive motivational beliefs in physical science than did the female students, and female students showed more positive motivational beliefs in reading than did the male students. For life science, the Czech female students rated Intrinsic Interest Value and Task-specific Self-concept higher than did their peer male students. The American students' motivational beliefs in reading were more positive than were Czech students', and the Czech students held more positive motivational beliefs in life science than did the American students. With minor variations for each country, the expectancy-value model provided a reasonable tool for understanding the causal relationships among the motivational beliefs. For the Czech sample, Perception of Task-difficulty was a strong negative predictor for Expectancy for Success for most school subjects except life science whereas, for the American sample, it was a weak but significant negative predictor for Intrinsic Interest Value for most school subjects except social studies. Implications for science education are discussed.
机译：这项研究采用美国和捷克的学生样本来研究Eccles和Wigfield（1983）期望值模型中使用的动机构造。为了预测成就行为，该模型指定了预期成功和任务价值，特定于任务的自我概念，对任务难度的感知，对社会环境的感知以及对过去事件与社会世界的解释和归因之间的关系。这项研究的参与者为4至12年级的捷克和美国学生（ n = 1,145）。测试了构造之间的因果关系，以研究两国模型在结构上的异同。这项研究还探讨了针对这些动机结构的学生动机信念的发展变化，性别和民族差异：成功的期望，内在兴趣价值，特定于任务的自我概念，对任务难度的感知以及对职业的性别主导地位科学，数学和其他学校科目。研究结果表明，对于两个国家而言，与年级学生相比，在年级水平变化方面，年长学生对除阅读以外的大多数学科领域表现出较低的动机信念。但是，6-8年级的捷克学生比其他年级的捷克学生在生命科学和社会研究中表现出更多的积极动机信念。在比较性别时，男学生在物理科学方面比女学生表现出更多的积极动机信念，而女学生在阅读方面比男学生表现出更多的积极动机信念。在生命科学领域，捷克女学生对内在兴趣价值和特定于任务的自我概念的评价高于同龄男学生。美国学生在阅读方面的动机信念比捷克学生更积极，并且捷克学生在生命科学方面比美国学生抱持更积极的动机。由于每个国家的差异很小，期望值模型为理解动机信念之间的因果关系提供了一个合理的工具。对于捷克样本，对任务难度的感知是除生命科学以外的大多数学校科目对成功预期的强烈负面预测，而对于美国样本，对大多数学校科目，本能兴趣价值是一个微弱但重要的负面预测因素，除了生命科学。社会研究。讨论了对科学教育的意义。

著录项

  • 作者

    Yang, Eun-Mi.;

  • 作者单位

    Iowa State University.;

  • 授予单位 Iowa State University.;
  • 学科 Education Sciences.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 156 p.
  • 总页数 156
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 自然科学教育与普及;教育;
  • 关键词

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