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Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicología del Principado de Asturias).
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Distortions and gender-related differences in the perception of mechanical engineering in high school students

Pere Joan Ferrando Piera, Mar Gutiérrez-Colón Plana, Paloma Paleo Cageao, Silvia de la Flor López and Francesc Ferrando Piera

Universidad Rovira i Virgili

Background: The reason for this study was the low interest that high school students, particularly females, show for the subject of mechanical engineering (ME). We assumed that this problem was partly due to: (a) lack of understanding of the tasks involved in ME, and (b) a distorted and negative perception of the professional environment and working conditions. Method: To assess these two assumptions, two measurement instruments (tasks and perceptions) were developed and administered in a sample of 496 high school students. A multiple-group design was used and data was analyzed by using an extended item response theory model. Results: In general terms, the results agreed with our expectations. However, no significant gender differences were found. Discussion: The implications of the results for future improvements are discussed.

Distorsiones y diferencias de género en la percepción de la ingeniería mecánica en alumnos de Bachillerato. Antecedentes: la motivación del presente estudio es la baja demanda de la carrera de ingeniería mecánica por parte de los alumnos, y muy especialmente las alumnas, que ingresan en la Universidad. Se planteó que, en parte, esta situación se debía a: (a) un conocimiento erróneo de las tareas propias de la profesión, y (b) una percepción distorsionada y negativa de su entorno y condiciones de trabajo. Método: para evaluar estos dos puntos se desarrollaron dos instrumentos de medida (tareas y percepciones) que se administraron en una muestra de 496 alumnos de Bachillerato. Se utilizó un diseño multi-grupo y los datos se analizaron de acuerdo a un modelo extendido de la teoría de respuesta al ítem. Resultados: en términos generales los resultados apoyan los supuestos de partida. Sin embargo, no se encontraron diferencias significativas entre hombres y mujeres. Discusión: finalmente, se discuten las implicaciones de los resultados cara a futuras acciones de mejora.

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