The Relationship Between Physical Gender Stereotypes And Physics Achievements Of High School Students

Physics is the basic discipline of natural science.It plays an important role in social progress and scientific and technological development.Physics knowledge plays a crucial role in the scientific literacy of citizens.Learning physics knowledge,improving the scientific literacy of citizens,and promoting scientific and technological development are the inevitable choices for social development.However,middle school students generally do not perform well in physics studies.Compared with other subjects,their learning attitudes in physics are more negative especially in girls.Physics education is facing great challenges.Recently,the New Reform Plan of College Entrance Examination has been further implemented in many provinces.Middle school students may prefer relatively easy subjects to avoid physics study when choosing subjects for college entrance examination which may lead to miss their ideal majors and is not conducive to the choice and development of future careers.In reality;there is a widespread physical stereotype that boys are more suitable for learning physics than girls.This gender stereotype may affect the physics achievements of students.However,at present,there are few researches on the relationship between physical gender stereotype and physical academic performance.Therefore,this study constructs a mediating model with(gender)mediation,aiming at exploring the relationship between physical gender stereotype,physical academic self-efficacy and physical academic performance,and trying to provide educators with research results with certain reference value and appropriate suggestions for improvement.This study uses a questionnaire survey method for 745 high school students from two high schools(S high school and T high school),Henan Province.A total of 844 questionnaires are collected,of which 745 are valid,and the effective rate is 88.3%.SPSS22.0 is used to analyze the data.The research mainly draws the following conclusions:(1)Gender is an important factor affecting physical gender stereotypes of high school students and physics self-efficacy;(2)Physics self-efficacy plays a mediating role between physical gender stereotypes and physics academic performance;(3)Gender plays a mediating role between physical gender stereotypes and physics self-efficacy,that is,girls with high physical gender stereotypes have low physical self-efficacy,and the physical self-efficacy of high school girls plays a more significant mediating role between physical gender stereotype and physical academic performance.Finally,the shortcomings and limitations of this study are discussed,and suggestions with practical reference value for parents and teachers are proposed.