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首页> 外文期刊>Psychology of men & masculinity >Traditional Masculinity, Help Avoidance, and Intrinsic Interest in Relation to High School Students' English and Math Performance
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Traditional Masculinity, Help Avoidance, and Intrinsic Interest in Relation to High School Students' English and Math Performance

机译：传统的男性气质，帮助避免和与高中生的英语和数学表现有关的内在兴趣

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The study tested if endorsement of traditional masculinity was related to gender-related variations in motivation and achievement in English (reading and writing) and math among American high school students. The sample comprised 291 U.S. students from Grades 9 to 12 (55% girls; M = 16 years; 46% White, 23% Asian/Pacific Islander, and 12% Latinx), who completed surveys in their school classrooms measuring intrinsic interest, help avoidance, and grades in English and math, as well as endorsement of traditional masculinity norms (social teasing and emotional restriction). On average, traditional masculinity was endorsed more by boys than girls (d = 0.96). However, a structural equation model confirmed that traditional masculinity was negatively related to English intrinsic interest and positively related to English help avoidance in both boys and girls; and intrinsic interest and help avoidance predicted boys' and girls' English grades. A second model tested traditional masculinity in relation to math motivation and achievement. Traditional masculinity was unrelated to boys' math grades. However, it was indirectly related to girls' math grades via its positive pathways to both intrinsic interest and to help avoidance. The results suggest that rigid endorsement of traditional masculinity norms may undermine some boys' and girls' academic success in a traditionally feminine-stereotyped subject such as English. Conversely, endorsement of traditional masculinity may be related to girls' achievement in a traditionally masculine-stereotyped subject such as math. Research is recommended to explore if and how measures of traditional masculinity ideology have similar meanings for girls and boys.
机译：该研究测试了对传统男性气质的认可是否与美国高中生中英语（阅读和写作）和数学的动机和成就有关的性别相关的变化有关。该样本包括291名9至12年级的美国学生（55％的女孩; M = 16岁; 46％的白人，23％的亚洲/太平洋岛民和12％的拉丁裔），他们在学校课堂上完成了内在兴趣的调查，帮助避免，英语和数学的成绩，以及对传统男性气质规范的认可（社交戏弄和情感限制）。平均而言，男孩比女孩更认可传统男性气概（d = 0.96）。但是，一个结构方程模型证实，传统的男性气质与英语的内在兴趣呈负相关，并且与男孩和女孩的英语帮助相关。以及内在的兴趣和帮助避免预测男孩和女孩的英语成绩。第二种模型测试了与数学动机和成就有关的传统男子气概。传统的男性气质与男孩的数学成绩无关。但是，它通过其内在兴趣和帮助避免的积极途径间接地与女孩的数学成绩有关。结果表明，对传统的男性气质规范的严格认可可能会破坏一些男孩和女孩的学术成就，而传统上是女性化的主题，例如英语。相反，对传统男性气质的认可可能与女生在传统的男性疾病中的成就有关，例如数学。建议进行研究以探索传统男性意识形态的措施是否以及如何对男孩和男孩具有相似的含义。

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