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在过渡到中学期间,了解男孩在私人和丰富的课程中的代表性不足
Isabelle Plante1, Kathryn Everhart Chaffee1, Evelyne Gauthier1
1Université du Québec à Montréal, Montreal, Quebec, Canada.
The British journal of educational psychology
|March 27, 2024
概括
男孩男孩男孩男孩男孩男孩男孩男孩男孩男孩男孩
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 性别研究是性别研究.
背景情况:
- 近几十年来,人们越来越担心男孩在学业上的扎.
- 男孩在私立或丰富的学校课程中的代表性不足加剧了学术困难.
- 确定影响男孩教育轨迹的关键因素.
研究的目的:
- 检查中学课程招生中的性别不平衡.
- 调查学生行为,参与度,成绩和课程出席率之间的关系.
- 了解男孩在选择性教育计划中的代表性不足的预测因素.
主要方法:
- 纵向研究设计. 纵向研究设计.
- 577名六年级学生 (277名男生) 的样本.
- 路径分析用于评估外部化行为,学校参与,成绩 (数学,语言艺术) 和课程出席之间的关系.
主要成果:
- 语言艺术成绩显著预测了私人或选择性的公共课程的入学率.
- 语言艺术成绩被认为是导致男孩在这些课程中的代表性不足的一个因素.
- 在外部化行为,学校参与,或数学成绩和计划入学之间没有发现显著的关系.
结论:
- 男孩在语言艺术方面的较低成绩可能导致他们在选择性课程中的代表性不足.
- 调查结果强调了解决男孩低成绩和学校持久性问题的影响.
- 促进性别和教育平等的干预措施至关重要.
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