工科专业本科生学习性投入的性别差异分析

Gender Differences in Engineering Undergraduates' Student Engagement

本研究使用华中地区一所理工科院校的调查数据,分析工科专业本科生在学习性投入和学业收获中存在的性别差异,检验工科专业本科生学习性投入对其学业收获的影响是否因性别而存在不同。研究发现:工科专业女生在学习努力程度、课外拓展学习、学习意义感、学习动力及感知到的学术环境和人际关系等因素上均显著高于男生,但在生师交流互动、专业兴趣上显著低于男生;工科专业女生在校期间学习性投入程度更高,学习成绩更好,但对自我学习收获的评价相对较低;学习性投入各因素对工科专业男女生学业收获的正向促进作用也有所不同。对此,本文提出工程教育改革应重视工科专业女生的专业自信心和归属感的建立,以消除单一的男性主导的工科学习环境对女生学习及发展的潜在影响。

Based on the data of NSSE-China's survey in a science and engineering university in the Central China,this thesis analyzes engineering undergraduates'gender differences in student engagement and learning outcomes,and tests whether the student engagement of male and female engineering undergraduates has different effects on their learning outcomes.According to the study,although female engineering students perform significantly better than male students in the level of effort,extracurricular learning,learning sense,learning motivation,perceived academic environment,interpersonal relationship and other factors,their performance in the interaction with teachers and classmates is worse and their interest in major is lower.Female engineering students have higher degree of learning engagement and better academic performance but relatively lower evaluation of self-learning outcomes.The positive effects of learning input factors on male and female engineering students are different.Based on the findings of this research,this paper suggests that engineering education reform may emphasize the confidence of female engineering students in their majors and their sense of belonging,so as to eliminate the potential impact of the exclusively male-oriented engineering learning environment on the learning and development of female students.