Kenney-Benson Gwen A, Pomerantz Eva M, Ryan Allison M, Patrick Helen
Department of Psychology, Allegheny College, Meadville, PA 16335, USA.
Dev Psychol. 2006 Jan;42(1):11-26. doi: 10.1037/0012-1649.42.1.11.
This research examined whether the tendency for girls to outperform boys in the classroom is due to differences in how girls and boys approach schoolwork. In 5th grade and then again in 7th grade, children (N=518) reported on how they approach schoolwork (i.e., achievement goals and classroom behavior), their learning strategies, and their self-efficacy in math; math grades and achievement test scores were also collected. Girls were more likely than boys to hold mastery over performance goals and to refrain from disruptive classroom behavior, which predicted girls' greater effortful learning over time. The sex difference in learning strategies accounted for girls' edge over boys in terms of grades. Girls did not do better on achievement tests, possibly because self-efficacy, for which there was also no sex difference, was the central predictor of performance on achievement tests.
本研究探讨了课堂上女孩成绩优于男孩的倾向是否归因于女孩和男孩对待学业方式的差异。在五年级和七年级时，研究人员对518名儿童进行了调查，询问他们对待学业的方式（即成就目标和课堂行为）、学习策略以及他们在数学方面的自我效能感；同时收集了数学成绩和成就测试分数。女孩比男孩更倾向于掌握型而非成绩型目标，且较少出现破坏课堂行为，这预示着随着时间推移女孩会付出更多努力学习。学习策略上的性别差异解释了女孩在成绩方面比男孩更具优势的原因。女孩在成就测试中表现并不更好，这可能是因为自我效能感是成就测试成绩的核心预测因素，而在自我效能感方面不存在性别差异。
