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首页> 外文期刊>International Journal of STEM Education >Variation in which key motivational and academic resources relate to academic performance disparities across introductory college courses
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Variation in which key motivational and academic resources relate to academic performance disparities across introductory college courses

机译：主要励志和学术资源与介绍大学课程的学术表现差异有所变化

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Background Differences in post-secondary academic outcomes along dimensions of gender, race/ethnicity, and socioeconomic status are a major concern. Few studies have considered differences in patterns of academic outcomes and underlying mechanisms driving disparities across different STEM disciplines. Using data from about 4000 undergraduates in introductory STEM courses at a large, urban university in the eastern United States, this study examines how differences in course grades by gender, race/ethnicity, and parent education vary in introductory chemistry, physics, and psychology courses. In addition, structural equation modeling techniques examine whether academic resources and discipline-specific motivational attitudes are important mediators of demographic differences in course grades. Results This study finds that women have higher course grades than men on average in psychology, and men have marginally higher grades than women in physics. In addition, students whose race/ethnicity is represented or overrepresented in these courses (students who are White and or Asian) have higher course grades in chemistry and physics and marginally higher grades in psychology on average compared with underrepresented students (who are Black, Latinx, Native American, Pacific Islander, and or other racial/ethnic backgrounds). Further, first-generation college students have lower course grades in physics and psychology on average than students with a college-educated parent. The largest average differences in course performance are about half a full letter grade (e.g., the difference between a B and an A?). This study also finds that some demographic differences in physics and chemistry performance are linked to math resources whereas some disparities in psychology are more related to verbal resources. In addition, the results suggest discipline-specific self-efficacy is a motivational attitude associated with course performance in chemistry, physics, and psychology, while discipline-specific interest is only relevant in chemistry. Conclusions Overall, the findings emphasize that there are demographic differences in post-secondary course performance on average, and academic resources and motivational attitudes help explain these differences. Importantly, the specific findings differ across chemistry, physics, and psychology. Understanding these pathways and how they are similar and different across disciplines within STEM is crucial for developing interventions aimed at attenuating disparities in post-secondary academic outcomes.
机译：背景技术沿着性别，种族/民族和社会经济地位的维度沿外的学术结果的差异是一个主要问题。很少有研究考虑过学术成果模式和潜在机构跨越不同词汇学科的潜在机制的差异。本研究中，在大型城市大学的介绍性词条课程中使用大约4000名本科生的数据，研究了性别，种族/种族和母公司在介绍性化学，物理和心理学课程中的课程成绩差异如何变化。此外，结构方程建模技术审查了学术资源和纪律特定的励志态度是课程等级中人口统计差异的重要调解员。结果本研究发现，女性在心理学平均平均比男性更高的课程等级，比物理学中的女性更高等级。此外，在这些课程中代表或超过的学生在这些课程（白人和亚洲人）的课程中具有更高的化学和物理学课程，以及平均经验丰富的学生（Black，Latinx）的课程中的课程等级以及平均的心理学等级。 ，美洲原住民，太平洋岛民和或其他种族/民族背景）。此外，第一代大学生的物理和心理学的课程较低，平均比有大学教育的父母的学生。课程绩效的最大平均差异大约是半字母等级（例如，B和A之间的差异）。本研究还发现物理学和化学性能的一些人口统计差异与数学资源相关联，而心理学的一些差异与口头资源有关。此外，结果表明纪律特异性的自我效能是一种与化学，物理和心理学的课程表现相关的励志态度，而纪律特异性兴趣仅在化学中有关。结论总体而言，调查结果强调，平均后次级课程表现存在人口差异，学术资源和励志态度有助于解释这些差异。重要的是，具体结果不同于化学，物理和心理学。了解这些途径以及它们在词干中的学科中的相似和不同，对于开发旨在减少次要学术成果的差异的干预措施至关重要。

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