Gender and Motivational Beliefs in STEM: Predicting Classroom Goal Perceptions and Undesirable Academic Behaviors

• In Event: Interventions Influencing Student Sucess
  In Roundtable Session: Research on Gender in STEM

Abstract

Women are under-represented in STEM enrollment and graduation. Gender differences in motivational beliefs may influence females’ perceptions of classroom goal structures and lead to undesirable academic behaviors that interfere with personal achievement in STEM programs. This study investigates gender differences in academic beliefs (academic efficacy, perceived relevance), perceptions of classroom goal structure, and undesired academic behaviors (academic handicapping, cheating) in an introductory STEM course (N=246). In hierarchical regression analyses relevance is a predictor of classroom goal structure perceptions and interacts with academic efficacy. Relevance, perceptions of mastery goal structure, and performance-avoid goal structure predict undesirable behavior. Gender does not predict relevance or other variables, suggesting a need to re-evaluate explanations for female under-representation in STEM.

Authors

• William C James, Oklahoma State University

• Emily A Finney, Oklahoma State University - Stillwater

• Kaia Christofferson, Oklahoma State University

• Huiyoung Shin, Oklahoma State University - Stillwater