02022nam a22002057a 4500 20240508062408.0 240508b |||||||| |||| 00| 0 eng d 0022-0973 Battista, Silvia Di Brief Research Report : Teachers’ Gender-Differentiated Attributions (Journal Article) Philadelphia, USA : Taylor and Francis Group and Routledge ,March 2024 120-129p. The Journal of Experimental Education Volume 92: Number 1, 2024 ***______{For Hard Copy, Please visit Library.}________*** Abstract: Teachers play a fundamental role in guaranteeing an inclusive teaching practice using Educational Robotics (ER). However, they may hold gender-differentiated views of their students’ academic abilities and aptitudes in ER. This quasi-experimental test investigated gender-differentiated attributions and behavioral intentions of N = 158 Italian learning support teachers (LST) answering a questionnaire at the end of a post-graduate ER course. Participants read one of two vignettes regarding a student failing an ER activity in class: − (1) a boy; or (2) a girl. Then participants answered items based on measures that assessed their gender stereotypes, attributions for the child’s failure, and hypothetical intentions to use ER with the same child. Results of moderation analyses indicated that the failure of the depicted girl was attributed to internal, stable and uncontrollable causes (i.e., low abilities in ER) to a greater extent than the same failure of the depicted boy, among LST with high levels of gender stereotypes. Furthermore, LST with high levels of gender stereotypes declared less intention to use ER with the depicted girl as compared with the depicted boy. Attitudes| Attributions| Educational Robotics (ER)| Gender Stereotypes Pivetti, Monica | Bozzi, Gilda https://doi.org/10.1080/00220973.2022.2141175 PER 0 0 0 0 RIEBPL RIEBPL 2024-05-08 0 2024-05-08 06:24:17 2024-05-08 PER 45745 45744