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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Investigating “The Old Stereotype” about Boys/Girls and Mathematics: Gender Differences in Implicit Theory of Intelligence and Mathematics Self-efficacy Beliefs
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Investigating “The Old Stereotype” about Boys/Girls and Mathematics: Gender Differences in Implicit Theory of Intelligence and Mathematics Self-efficacy Beliefs

机译：调查关于男孩/女孩和数学的“陈规定型观念”：内隐智力理论和数学自我效能信念的性别差异

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The implicit theory of intelligence postulates that an individual's main beliefs about the fixed or malleable nature of intelligence have the power to determine the ways she or he acts in school settings and engages in learning. Some individuals tend to believe that a person is born with a certain fixed amount of intelligence that is uncontrollable and cannot be changed through effort (an entity theory). Others view intelligence as a malleable and controllable quality that can be developed through learning and study (an incremental theory). Research has found that the one's dominant implicit theory of intelligence has important consequences for goal orientation, attributions, affect and behavior in school context. Perceived self-efficacy is defined as people's beliefs about their capabilities to obtain an expected level of performance. In school, self-efficacy beliefs determine how students feel, think, motivate themselves and behave. Several studies have shown significant differences between male and female students in mathematics self-efficacy. The aims of this study are: 1. to investigate a possible relation between students? implicit theories of intelligence and their mathematics self-efficacy beliefs; 2. to investigate gender differences in implicit theories of intelligence and mathematics self-efficacy beliefs. The participants were 108 college students aged 14 to 18 years, 63 females and 45 males. The assessment instruments were: The Implicit Theory of Intelligence Scale (ITIS; Abd-El Fattah & Yates, 2005); The Mathematics-Oriented Implicit Theory of Intelligence Scale (MOITIS); The Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) (May, 2009). The overall results showed significant gender differences in both constructs (dominant implicit theory of intelligence and mathematics self-efficacy beliefs). Significant correlations between implicit theories of intelligence and mathematics self-efficacy beliefs were observed. The results are discussed in a cultural, social and educational context. Implications for learning are also discussed.
机译：隐含的智力理论假定，个人对智力的固定或延展性的主要信念有能力决定其在学校环境中的行为方式和参与学习的方式。一些人倾向于认为一个人天生具有一定的固定数量的智力，这些智力是不可控制的，并且不能通过努力来改变（实体理论）。其他人则认为，智力是可以通过学习和学习（一种增量理论）发展出来的可延展和可控制的质量。研究发现，一个人占主导地位的隐性智力理论对学校背景下的目标定向，归因，情感和行为具有重要意义。自我效能感被定义为人们对自己获得预期绩效水平的能力的信念。在学校，自我效能感的信念决定了学生的感受，思考，激励自己和行为的方式。多项研究表明，男女学生在数学自我效能方面存在显着差异。这项研究的目的是：1.研究学生之间的可能关系？内隐的智力理论及其数学自我效能感信念; 2.调查内隐的智力理论和数学自我效能感信念中的性别差异。参与者是108名年龄在14至18岁之间的大学生，其中63名女性和45名男性。评估工具包括：内隐智能量表理论（ITIS; Abd-El Fattah＆Yates，2005）;面向数学的智力量表隐式理论（MOITIS）;数学自我效能感和焦虑调查表（MSEAQ）（2009年5月）。总体结果表明，两种结构都存在明显的性别差异（主要的隐性智力理论和数学自我效能感信念）。观察到内隐的智力理论与数学自我效能感信念之间的显着相关性。在文化，社会和教育背景下讨论了结果。还讨论了学习的含义。

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