论文标题
探索自我效能和测试焦虑对评估中性别差异的贡献
Exploring the contributions of self-efficacy and test anxiety to gender differences in assessments
论文作者
论文摘要
观察到的男女在物理学评估上的表现差异 - “性别差距” ---是一种严重而持久的不平等现象，对女性参与物理学具有广泛的影响。研究还表明，基于性别的不平等扩展到情感措施，例如自我效能。在这项探索性研究中，我们报告了自我效能感和测试焦虑的性别差异及其与我们在积极学习的物理学课程中与评估分数的关系。总体而言，在我们的所有措施中都观察到基于性别的差异有利于男性，而女性在与成功相关的措施（自我效能和评估得分）方面的得分较低，并且对可能有害情感因素（测试焦虑）的得分较高。使用多元回归模型选择过程来探索哪些措施可以解释课程终止力量概念清单（FCI）和最终考试成绩，我们发现最佳拟合模型包括FCI预测和自我效能感作为预测指标，但不包括测试焦虑。
The observed performance difference between women and men on assessments in physics---the "gender gap"---is a significant and persistent inequity which has broad implications for the participation of women in physics. Research also shows that gender-based inequities extend to affective measures, such as self-efficacy. In this exploratory study, we report on gender disparities in self-efficacy and test anxiety and their relationship to assessment scores in our active-learning introductory physics course. Overall, gender-based differences in favour of men are observed in all our measures, with women having lower scores on measures associated with success (self-efficacy and assessment scores) and a higher score on a possibly detrimental affective factor (test anxiety). Using a multiple regression model-selection process to explore which measures may explain end-of-course Force Concept Inventory (FCI) and final exam scores, we find that the best fitting models include FCI pretest and self-efficacy as predictors, but do not include test anxiety.
