Evaluation of an attributional retraining (modeling technique) to reduce gender differences in chemistry instruction

Abstract

This report is an evaluation of an attributional retraining intervention conceptualized to promote girls gifted in the natural sciences. The attributional retraining was based on a modeling technique, and conceptualized for ninth‐grade chemistry students attending a college preparatory high school (German Gymnasium). The aim of the training was to level off the gender differences, which are repeatedly reported for this subject, especially for gifted students. The treatment consisted of the presentation of a 10.35 minute video whereby two students, who had already completed their chemistry courses, discuss the experiences they had encountered with the subject. Their exchange communicates, among other things, that success and failure in chemistry can be controlled and that anyone can be successful in this subject if he/she applies an adequate amount of effort to learning. The treatment showed positive effects on attributions, control convictions, self‐concepts, academic achievement and cooperation among achieving girls, but no effect whatsoever on achieving boys.

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