Gender gaps in the performance of Norwegian biology students: the roles of test anxiety and science confidence

International Journal of STEM Education

J. D. Walker¹  Christian Jørgensen²  Sehoya Cotner³  Lucas M. Jeno⁴  Vigdis Vandvik⁵ 

[1] Center for Educational Innovation, University of Minnesota, 403 University Office Plaza, 2221 University Avenue SE, 55414, Minneapolis, MN, USA;Department of Biological Sciences, University of Bergen, Thormøhlensgate 53 A/B, 5006, Bergen, Norway;Department of Biology Teaching and Learning, University of Minnesota, Washington Avenue SE, 55455, Minneapolis, MN, USA;bioCEED – Centre of Excellence in Biology Education, Department of Biological Sciences, University of Bergen, Thormøhlensgate 53 A/B, 5006, Bergen, Norway;Department of Education, University of Bergen, Christiesgate 13, 5015, Bergen, Norway;bioCEED – Centre of Excellence in Biology Education, Department of Biological Sciences, University of Bergen, Thormøhlensgate 53 A/B, 5006, Bergen, Norway;

关键词: Gender equity;    Science confidence;    Test anxiety;    Higher education;    STEM;   

DOI  :  10.1186/s40594-020-00252-1

来源: Springer

【 摘 要 】

BackgroundUnderstanding student motivational factors such as test anxiety and science confidence is important for increasing retention in science, technology, engineering, and math (STEM), especially for underrepresented students, such as women. We investigated motivational metrics in over 400 introductory biology students in Norway, a country lauded for its gender equality. Specifically, we measured test anxiety and science confidence and combined students’ survey responses with their performance in the class.ResultsWe found that female students expressed more test anxiety than did their male counterparts, and the anxiety they experienced negatively predicted their performance in class. By contrast, the anxiety male students experienced did not predict their performance. Conversely, men had higher confidence than women, and confidence interacted with gender, so that the difference between its impact on men’s and women’s performance was marginally significant.ConclusionsOur findings have implications for STEM instructors, in Norway and beyond: specifically, to counter gender-based performance gaps in STEM courses, minimize the effects of test anxiety.

【 授权许可】

CC BY