Boys don't benefit, girls still suffer：The role of gender stereotypes of math and physics in academic self-efficacy among Chinese adolescents-Reference-Cited by-同舟云学术

Boys don't benefit, girls still suffer：The role of gender stereotypes of math and physics in academic self-efficacy among Chinese adolescents

Published:2024-09-04 Issue: Volume: Page:
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Author:

Gao Shoubao¹,Du Longlong²,Ming Yu³,Zhang Tong³,Tu Yitong³,Wang Xiao⁴,Zhao Mengya⁵,Wang Feiyue¹,Tian Mei⁶

Affiliation:

1. School of Physics and Electronics, Shandong Normal University, Jinan, Shandong Province

2. Normal College, Weifang Institute of Technology, Weifang, Shandong Province

3. School of Psychology, Shandong Normal University, Jinan, Shandong Province

4. School of Psychology, Nanjing Normal University, Nanjing, Jiangsu Province

5. Department of Primary Care and Mental Health, Institute of Population Health, University of Liverpool, Liverpool

6. School of Education, Wenzhou University, Wenzhou, Zhejiang Province

Abstract

Under the background of the prevailing "gender equality" education, an increasing number of voices are noting the importance of gender equality and androgyny, and the impact gender stereotypes will have on students is unclear to most teachers. Therefore, this study used social cognitive theory, social identity theory, and the STEMO model to explore the effects of gender stereotypes in math and physics on academic self-efficacy among middle school students, as well as the moderating role of gender. 629 Chinese adolescents (M_age = 14.38; SD_age = 0.67) were recruited from a local middle school. 48.24% of the sample are girls (n=203). Results: (1) Girls hold significantly fewer gender stereotypes and academic self-efficacy of physics and math than boys. (2) Gender stereotype of math and physics was negatively correlated with math and physics academic self-efficacy, respectively. (3) Gender played a moderation role in the relationship between gender stereotypes and academic self-efficacy in math and physics. For girls, gender stereotypes of math and physics negatively predict academic self-efficacy of math and physics. For boys, gender stereotypes had no significant effect on academic self-efficacy, no matter for math or physics.

Publisher

Springer Science and Business Media LLC

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