The Relationship Between Gender Stereotypes And Middle School Students' Motivation To Learn Science

The cultivation of modern emerging talents can not be separated from the development of science,technology,engineering,mathematics and other disciplines.For the study of science,the motivation of students to study science subject is particularly important.Good motivation for scientific learning is conducive to its achievements in science.There are studies that have found that women in scientific learning mainly show the lack of representation in the relevant fields and weak persistence.This study examines the gender differences in science learning motivation among junior high school students,and analyzes the influence of gender stereotypes on scientific learning motivation and the intermediary role of implicit intelligence.On this basis,we hope to put forward suggestions on education and teaching to help students improve their motivation for scientific learning.In this study,all the students in the junior high school of a private school in Tianjin were selected as the research object.The total number of students in the junior high school is 776,of which 250 are in the first grade,258 in the second grade and 268 in the third grade.400 boys and 376 girls.The study used the scientific learning motivation scale,the gender stereotype questionnaire,the painting of "scientists" task,and the implicit intelligence scale to examine the students' scientific learningmotivation,gender stereotypes and implicit intelligence.The differences between the sex and grade of the above three variables and the correlation between the three are analyzed.And further analyze the implicit intelligence view in the gender stereotype influence the intermediary role of scientific learning motivation.The study yielded the following results:1.There are differences between the gender and grade of the junior high school students,and with the rise of the grade,the gender stereotype severity deepens,and the third grade students have a more profound stereotype than the second and first grade students.Girls have a deeper gender stereotype than boys.There is no obvious gender difference in the middle school students' stereotype of the implicit sex;2.The motivation of scientific learning for junior high school students decreases with the increase of grade.Boys are more motivated in science than girls.3.With the increase of grade,junior high school students are more inclined to hold the dynamic implicit intelligence view;4.Gender stereotypes and implicit intelligence can be used as predictive indicators of scientific learning motivation,and implicit intelligence views play an intermediary role between gender stereotypes and scientific learning motivation.The research shows that girls' scientific learning motivation is lower than that of boys,and the gender stereotypeinfluences their scientific learning motivation through implicit intelligence.