Science vs. Sports: Motivation and Self-concepts of Participants in Different School Competitions

Höffler, Tim N.; Bonin, Victoria; Parchmann, Ilka

doi:10.1007/s10763-016-9717-y

Cited by 12 publications

(10 citation statements)

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“…A wide range of studies have not only corroborated the BFLPE, but also found this positive relation of self-concept with achievement in mathematics and science (e.g., Antunes & Fontaine, 2013;Cvencek, Kapur, & Meltzoff, 2015;Jansen, Schroeders, & Lüdtke, 2014;Lee & Kung, 2018;Ma & Kishor, 1997;Sahranavard, Hassan, Elias, & Abdullah, 2012;Wang, Oliver, & Staver, 2008). Guided by this theoretical framework, Höffler et al (2017) and Chang and Lin (2017) found that also within a science Olympiad reference framework, participants' academic self-concept was significantly correlated with their academic achievement. 6.4.2 | Expectancy-value theory of achievement motivation Eccles et al's (1983) expectancy-value theory of achievement motivation aims to explain the mechanism behind choices and achievements, which allows for systematic analysis of concepts underlying decision-making (Eccles, 1994(Eccles, , 2005Wigfield & Eccles, 2000).…”

Section: Theories Used To Explain Participation and Achievement In mentioning

confidence: 77%

“…A wide range of studies have not only corroborated the BFLPE, but also found this positive relation of self‐concept with achievement in mathematics and science (e.g., Antunes & Fontaine, ; Cvencek, Kapur, & Meltzoff, ; Jansen, Schroeders, & Lüdtke, ; Lee & Kung, ; Ma & Kishor, ; Sahranavard, Hassan, Elias, & Abdullah, ; Wang, Oliver, & Staver, ). Guided by this theoretical framework, Höffler et al () and Chang and Lin () found that also within a science Olympiad reference framework, participants' academic self‐concept was significantly correlated with their academic achievement.…”

Section: Resultsmentioning

confidence: 99%

“…These gender differences also existed in German and Singaporean top‐performing students (Cvencek et al, ; Preckel, Götz, Pekrun, & Kleine, ). Accordingly, Höffler et al () found lower female than male self‐concept for equally successful participants of a German Junior Science Olympiad; hence, despite these young women getting tangible feedback of being equally able and successful, their self‐concepts were still weaker than those of their male counterparts. Even though gender‐science stereotypes were not addressed in this study, in light of the previously detailed findings we assume that even for these highly interested, gifted and successful young women, stereotypical beliefs still exert influence in subtle ways.…”

Section: Discussionmentioning

confidence: 99%

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Gender differences in mathematics and science competitions: A systematic review

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Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out‐of‐school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self‐concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.

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Section: Theories Used To Explain Participation and Achievement In mentioning

confidence: 77%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Gender differences in mathematics and science competitions: A systematic review

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“…These extracurricular activities can help students understand scientific concepts, raise interest in science and even nurture future scientists (Bellipanni and Lilly, 1999;Huler, 1991). Students who participate in science competitions, for instance, show a genuine interest in learning science (Abernathy and Vineyard, 2001;Czerniak and Lumpe, 1996), and both boys and girls develop the desire to understand scientific phenomena (Höffler, Bonin and Parchmann, 2016). Some experts argue that science clubs can also foster greater interest in science by emphasising the fun aspect of school science, especially among minority groups (Thomas, 1986;Yaakobi, 1981).…”

Section: Extracurricular Science Activitiesmentioning

confidence: 99%

How schools and teaching practices shape students' performance in and dispositions towards science

2016

Pisa

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How schools and teaching practices shape students' performance in and dispositions towards science This chapter focuses on the opportunity to learn science at school, the school resources devoted to science, and how science is taught in schools. It discusses how these are related to student performance in science, students' epistemic beliefs, and students' expectations of pursuing a career in science. The opportunity to learn science includes the attendance at science courses and the choice of school science courses. The school resources examined include the quality and availability of science laboratories, the qualifications of the science teaching staff, and the availability of science-related extracurricular activities. The methods for teaching science discussed in the chapter include teacher-directed instruction, feedback, adaptive instruction and enquiry-based instruction. A note regarding Israel The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

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“…Beyond school education, a large number of enrichment measures aim to identify such skills and interests in young people and to further support them-among them, science labs (de Jong, Linn, & Zacharia, 2013), summer schools (Markowitz, 2004), and science competitions (Höffler, Bonin, & Parchmann, 2017). However, it is an open question if or to what degree such enrichment measures actually achieve these goals, especially in a broader sense when not only highly gifted students are focused on (Stake & Mares, 2001).…”

Section: Introductionmentioning

confidence: 99%

Scientists of the future: an analysis of talented students’ interests

2019

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Background: Nowadays, scientists not only need to be creative, resourceful, and inventive regarding their research questions and need to understand their field and research methods, but also need to know how to teach, how to catalog, how to fill out proposal forms, and much more. The main goal of this study was to investigate and compare science interest profiles of different groups of students, focusing both on successful participants in science competitions and on possible gender differences. We expected that successful participants in science competitions would generally have greater interests in scientific activities than non-participants but were especially interested in such areas we expect from successful scientists today, thereby helping us judge the design of successful enrichment measures.Results: Significant mean differences in interest in science activities between participants and non-participants of science competitions were found on six of seven dimensions as well as regarding in-school activities, activities in enrichment measures, and vocational interests. The differences were especially large concerning investigative, social, enterprising, and networking activities. Moreover, we found differences between girls and boys on the social and artistic dimensions, meaning that girls were significantly more interested in science activities which also had an artistic and creative aspect such as drawing or a social aspect such as teaching. Conclusions: We not only found overall differences to-be-expected favoring the participants, but also could also identify specific profiles. Especially large differences were consistently found in those areas which could be regarded as especially important for most researchers. Our findings might help developing measures and activities to foster the interest in science activities for "regular" students as well as for especially talented students.

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Science vs. Sports: Motivation and Self-concepts of Participants in Different School Competitions

Cited by 12 publications

References 61 publications

Gender differences in mathematics and science competitions: A systematic review

Gender differences in mathematics and science competitions: A systematic review

How schools and teaching practices shape students' performance in and dispositions towards science

Scientists of the future: an analysis of talented students’ interests

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