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- Dedic, Helena, et al.
(författare)
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Attracting and Retaining Science Students
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This research addresses an issue raised in recent reports that demonstrate that Quebec andSweden lag behind countries with emerging economies in the number of science graduates, asmeasured by the proportion of degrees earned in the sciences. Our objective was to investigate aset of factors that might, directly and/or indirectly, impact on student achievement andperseverance in science studies. We aimed to assess cultural (Quebec vs. Sweden) and genderdifferences in students’ scores on these factors, and in the strength of the relationships that thesefactors have to achievement and perseverance. Participants (N=2184) were recruited from twopopulations: students who enrolled in one of the four public Anglophone CEGEPs in Montrealthe Fall 2007 and Swedish students who attended twelfth grade in high schools in Linköping andStockholm in the school year 2007-2008. With the consent of students, demographic,achievement and enrollment data were acquired from the databases of the Quebec and Swedishministries of education. Data on independent variables: parental support (for autonomy,competence and science acculturation); teacher support (for autonomy, competence, relatednessand science acculturation); and, cognitive style (systemizing and empathizing) were collected viasurveys. Similarly, data on mediating variables: self-efficacy; five sub-scales of motivation; and,academic emotions (boredom, anxiety and enjoyment) were also collected via surveys. Data onperseverance were exclusively collected via survey in the Swedish sample. We used both surveysand information provided by college registrars to assess perseverance of Quebecers.Confirmatory Factor Analysis was used to validate instruments used in this study. ANOVA andCORRELATION were statistics used to assess differences and strengths of relationships betweenvariables. We have found that Swedish students persevere more than their Quebec counterparts.Furthermore, female students persevere less than their male peers although their achievement isnot significantly different and the achievement was found to be the most important factor inperseverance. We have also found several promising factors that might be at the root of thegender differences in perseverance, namely, female students have: higher negative emotions(anxiety and boredom); lower self-efficacy; and lower systemizing cognitive style. All of thesevariables were shown to influence perseverance. We determined that parental support for scienceacculturation is very low. Thus, teacher support for science acculturation, which influencesstudent intrinsic motivation and self-efficacy, which in turn influence perseverance, is animportant part of teachers’ classroom role. Increasing teacher support for science acculturationmay impact positively on students with lower systemizing cognitive style, encouraging them topersevere in the pursuit of a career in the sciences.
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| 3. |
- Dedic, Helena, et al.
(författare)
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Emotional Involvement in STEM Studies: Canada and Sweden.
- 2011
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Konferensbidrag (refereegranskat)abstract
- This study addresses issues of stagnating/declining enrollment in science, technology, engineering and mathematics (STEM) studies. Achievement, perseverance, academic emotions and motivation data were collected from students headed towards STEM studies (1654 Canadian Junior College students, 534 Swedes graduating from High School), and analysed using Latent Class Analysis. We identified three Emotional Involvement (EI) profiles: Low (LEI); Positive (PEI); Negative (NEI). EI is a more influential source of self-efficacy than previous research has demonstrated, explaining as much as 11 % of variance in self-efficacy. PEI students are likely to succeed and persevere in science studies, provided that they successfully adapt to the college environment. College instructors need to attend to the emotional well-being of their students.
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| 4. |
- Dedic, Helena, et al.
(författare)
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L’écart entre les sexes dans les études en sciences : Une question de style cognitif et non d’aptitude cognitive [The gender gap in science studies: A question of cognitive style, not cognitive ability]
- 2011
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Ingår i: Pédagogie Collégial. - Montreal : Association québecoise de pédagogie collégial. - 0835-8974. ; 25:1, s. 30-37
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Tidskriftsartikel (refereegranskat)abstract
- Selon une hypothèse controversée, le nombre inférieurde femmes par rapport à celui des hommes qui décidentde poursuivre des études en sciences, en technologie,en génie et en mathématiques (STGM) serait imputableà un écart entre les sexes dans l’aptitude cognitive(QI). Dans cet article, nous offrons des preuves quecet écart est plutôt lié aux différences dans les stylescognitifs qu’aux aptitudes cognitives. Nous démontronscomment les styles cognitifs influent sur le succès desétudiants et suggérons des méthodes pour que lesprofesseurs utilisent ces résultats afin d’améliorer laréussite des étudiants. Nos conclusions peuvent avoirdes répercussions non seulement sur l’enseignementdes STGM, mais également dans des domaines tels quela psychologie, la méthodologie quantitative (MQ),l’économie et l’éducation.Cet article fait état d’un sous-ensemble de résultatstirés d’une étude (Dedic et collab., 2010) subventionnéepar le Programme d’aide à la recherche sur l’enseignementet l’apprentissage (PAREA) qui examinait plusieursfacteurs (dont la culture, l’aptitude cognitive etle soutien du professeur) pouvant influer sur le choixd’une carrière en STGM. L’étude du PAREA portait surdes étudiants québécois et suédois âgés de 18 ans(n = 9801) qui se dirigeaient vers une carrière dans lesSTGM et qui avaient rempli deux questionnaires enclasse. Ayant suivi les cours de sciences et de mathématiquesappropriés du secondaire, tous les étudiantsquébécois étaient inscrits à un programme de sciencesdu collégial. Pour cette raison, nous affirmons qu’ils« se dirigeaient vers une carrière dans les STGM ». De lamême façon, tous les étudiants suédois étaient inscritsà des cours avancés en mathématiques et en sciences,en préparation d’études universitaires en STGM. L’étudePAREA n’a relevé aucune différence entre les Suédois etles Québécois ni de différences significatives sur le plande l’aptitude cognitive entre les sexes. Toutefois, elle amis en lumière d’importantes différences dans les stylescognitifs entre les sexes. Puisque l’étude n’a pu établiraucune corrélation entre l’aptitude cognitive et le stylecognitif, nous avons conclu que ces deux concepts sontindépendants l’un de l’autre.
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| 8. |
- Jungert, Tomas, et al.
(författare)
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Systemizing and the gender gap : examining academic achievement and perseverance in STEM
- 2019
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Ingår i: European Journal of Psychology of Education. - : Springer Science and Business Media LLC. - 0256-2928 .- 1878-5174. ; 34:2, s. 479-500
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Tidskriftsartikel (refereegranskat)abstract
- For years, a popular explanation for women choosing to abandon studies in science, technology, engineering, and mathematics (STEM) has been their lack of aptitude. This study challenged that notion by integrating theories of cognitive style, academic emotion, self-efficacy, and motivation to explain students’ academic achievement and perseverance in STEM when transitioning to college. A sample of 1597 high school and junior college students participated. Exploratory and confirmatory factor analyses were first conducted to validate a reduced version of the cognitive style questionnaire. Structural equation modeling revealed that the cognitive style known as systemizing indirectly predicted STEM achievement and persistence by way of intrinsic motivation, learning anxiety, and self-efficacy, providing a new perspective for re-examining the gender gap in STEM.
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| 9. |
- Taylor, Geneviève, et al.
(författare)
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A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation
- 2014
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Ingår i: Contemporary Educational Psychology. - 0361-476X. ; 39:4, s. 342-358
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Tidskriftsartikel (refereegranskat)abstract
- Although many studies have examined the relation of academic motivation to school achievement using the Self-Determination Theory perspective, the results have been inconsistent. The present investigation represents the first systematic attempt to use a meta-analysis and controlled, longitudinal studies to examine the relations of specific types of motivation to overall academic achievement. The meta-analysis (Study 1) pointed toward a potentially important role of intrinsic motivation in predicting school achievement. Three empirical studies of high school and college students in Canada (Studies 2 and 3) and in Sweden (Study 4) showed that intrinsic motivation was the only motivation type to be consistently positively associated with academic achievement over a one-year period, controlling for baseline achievement. Amotivation was significantly associated with lower academic achievement in Studies 3 and 4. Interestingly, intrinsic motivation was also associated with reduced amotivation in two of our studies and it was reciprocally associated with higher school achievement in another study. Overall, our findings highlight the unique importance of intrinsic motivation for the future academic success of high school and college students.
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| 10. |
- Vinkler, Michal, et al.
(författare)
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Understanding the evolution of immune genes in jawed vertebrates
- 2023
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Ingår i: Journal of Evolutionary Biology. - : John Wiley & Sons. - 1010-061X .- 1420-9101. ; 36:6, s. 847-873
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Forskningsöversikt (refereegranskat)abstract
- Driven by co-evolution with pathogens, host immunity continuously adapts to optimize defence against pathogens within a given environment. Recent advances in genetics, genomics and transcriptomics have enabled a more detailed investigation into how immunogenetic variation shapes the diversity of immune responses seen across domestic and wild animal species. However, a deeper understanding of the diverse molecular mechanisms that shape immunity within and among species is still needed to gain insight into-and generate evolutionary hypotheses on-the ultimate drivers of immunological differences. Here, we discuss current advances in our understanding of molecular evolution underpinning jawed vertebrate immunity. First, we introduce the immunome concept, a framework for characterizing genes involved in immune defence from a comparative perspective, then we outline how immune genes of interest can be identified. Second, we focus on how different selection modes are observed acting across groups of immune genes and propose hypotheses to explain these differences. We then provide an overview of the approaches used so far to study the evolutionary heterogeneity of immune genes on macro and microevolutionary scales. Finally, we discuss some of the current evidence as to how specific pathogens affect the evolution of different groups of immune genes. This review results from the collective discussion on the current key challenges in evolutionary immunology conducted at the ESEB 2021 Online Satellite Symposium: Molecular evolution of the vertebrate immune system, from the lab to natural populations.
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