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;Department of Biological Sciences, University of Bergen;Department of Biology Teaching and Learning, University of Minnesota;Department of Education, University of Bergen;bioCEED – Centre of Excellence in Biology Education, Department of Biological Sciences, University of Bergen;

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

DOI  :  10.1186/s40594-020-00252-1

来源: DOAJ

【 摘 要 】

Abstract Background Understanding 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. Results We 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. Conclusions Our 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】

Unknown