國立虎尾科技大學 |

Exploring Predictors and Outcomes of Gender Differences in Math Classroom Participation.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring Predictors and Outcomes of Gender Differences in Math Classroom Participation./
Author:	Coughlan, Meghan L.
Description:	1 online resource (262 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798426840652

Exploring Predictors and Outcomes of Gender Differences in Math Classroom Participation.
Coughlan, Meghan L.

Exploring Predictors and Outcomes of Gender Differences in Math Classroom Participation. - 1 online resource (262 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ph.D.)--Boston College, 2022.

Includes bibliographical references

Motivated by the underrepresentation of women in math-related majors and occupations, the present dissertation explored the possibility that disparities in frequency of classroom participation-a measure of engagement prone to gender differences-could be partially responsible for gender differences in belonging and identity in math contexts. Via the introduction of a novel psychological construct, class participation confidence threshold, and the adoption of a Regulatory Focus Theory framework, the present work aimed to investigate mechanisms underlying gender differences in math classroom participation, as well as how these disparities might contribute to more distal outcomes. The dissertation consisted of two studies conducted with undergraduate students. Both studies tested a theoretical model that posited potential predictors and outcomes of gender differences in classroom participation. Study 1 (N = 161) was a cross-sectional investigation of students' participation frequency, reported based on their general experience in current math and social science classes. Study 2 (N = 269) investigated the same associations using a daily diary methodology, including pre- and post-measures of relevant constructs. Results indicated that, when considering opportunities for participation, women participated less than men-both in math and the comparison domain of social science. In addition to less frequent participation, women generally displayed higher stereotype threat susceptibility and confidence thresholds in both domains. Women also demonstrated higher levels of a prevention focus in math compared to social science, while men's regulatory orientation was similar across domains. With respect to the proposed outcomes of participation (i.e., belonging, identity, and career interest), women exhibited lower levels than men in math and equal or higher levels in social science. Path analyses revealed that students' regulatory focus predicted their classroom participation and that this relation was mediated by their confidence threshold. Importantly, these results persisted even when controlling for motivational variables traditionally regarded as predictors of classroom participation according to Expectancy-Value Theory. The results suggest that an increased prevention focus in the math domain may lead women to set higher confidence thresholds and participate less frequently.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798426840652Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Classroom participationIndex Terms--Genre/Form:

554714
Electronic books.

Exploring Predictors and Outcomes of Gender Differences in Math Classroom Participation.
LDR:03719ntm a22003737 4500 001 1149185
005 20241007100308.5
006 m o d
007 cr bn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798426840652
035 $a (MiAaPQ)AAI29167694
035 $a AAI29167694
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Coughlan, Meghan L. $3 1475341
245 1 0 $a Exploring Predictors and Outcomes of Gender Differences in Math Classroom Participation.
264 0 $c 2022
300 $a 1 online resource (262 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Vasilyeva, Marina.
502 $a Thesis (Ph.D.)--Boston College, 2022.
504 $a Includes bibliographical references
520 $a Motivated by the underrepresentation of women in math-related majors and occupations, the present dissertation explored the possibility that disparities in frequency of classroom participation-a measure of engagement prone to gender differences-could be partially responsible for gender differences in belonging and identity in math contexts. Via the introduction of a novel psychological construct, class participation confidence threshold, and the adoption of a Regulatory Focus Theory framework, the present work aimed to investigate mechanisms underlying gender differences in math classroom participation, as well as how these disparities might contribute to more distal outcomes. The dissertation consisted of two studies conducted with undergraduate students. Both studies tested a theoretical model that posited potential predictors and outcomes of gender differences in classroom participation. Study 1 (N = 161) was a cross-sectional investigation of students' participation frequency, reported based on their general experience in current math and social science classes. Study 2 (N = 269) investigated the same associations using a daily diary methodology, including pre- and post-measures of relevant constructs. Results indicated that, when considering opportunities for participation, women participated less than men-both in math and the comparison domain of social science. In addition to less frequent participation, women generally displayed higher stereotype threat susceptibility and confidence thresholds in both domains. Women also demonstrated higher levels of a prevention focus in math compared to social science, while men's regulatory orientation was similar across domains. With respect to the proposed outcomes of participation (i.e., belonging, identity, and career interest), women exhibited lower levels than men in math and equal or higher levels in social science. Path analyses revealed that students' regulatory focus predicted their classroom participation and that this relation was mediated by their confidence threshold. Importantly, these results persisted even when controlling for motivational variables traditionally regarded as predictors of classroom participation according to Expectancy-Value Theory. The results suggest that an increased prevention focus in the math domain may lead women to set higher confidence thresholds and participate less frequently.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Mathematics education. $3 1148686
650 4 $a Gender studies. $3 1179195
653 $a Classroom participation
653 $a Gender differences
653 $a Math
655 7 $a Electronic books. $2 local $3 554714
690 $a 0525
690 $a 0733
690 $a 0280
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Boston College. $b LSOE - Counseling, Developmental and Educational Psychology. $3 1470784
773 0 $t Dissertations Abstracts International $g 83-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29167694 $z click for full text (PQDT)