Journal of Research in Educational Systems

Abstract The purpose of this study was to determine the relationship between the components of gender inequality (social, educational, cultural, economic, political, and legal) and women’s motivation. This cross-sectional study was correlational. The participants included 360 female students aged 20 to 35 who were from Sari, Tonekabon, and Chalus Universities, randomly selected and clustered. Two questionnaires employed to collect the information from Gender Inequality Inventory and Valerand Educational Motivation Questionnaire. The data were analyzed using descriptive statistics, Pearson correlation and regression in SPSS version 23. There was a positive correlation between the total components of gender inequality with academic motivation. As a result of the increase in gender inequality, academic motivation increased. The correlation between educational inequality, economic, legal, political and academic motivation was significant. Based on the findings, the importance of gender inequality on women's academic motivation was discussed.

Abstract In the present study, we reviewed the changes in the role of scientific self-concept, interest in science and attitude toward science in predicting the scientific performance of eighth-grade students in four international studies (TIMSS) conducted in 2003, 2007, 2011, and 2015. The confirmatory factor analysis, and effect sizes, and structural equation modeling (SEM) were used to examine the data from 21434 eighth graders who had participated in the four TIMSS studies. According to the study findings, between 2003 and 2007, the average of science scores has increased, and the average of science self-concept and attitude toward science have increased. Between 2007 and 2011, the average of science achievement has increased, and the average of science self-concept and interest in science have increased, too. Between 2011 and 2015, with a decrease in average of science performance, the average of science self-concept, and interest in science had a reduction; but the average of attitude toward science has decreased. The SEM results showed that science self-concept, directly and indirectly, predicted the science performance of students. According to the findings, attitude toward science and interest in science had negative effects on science performance; these negative effects should be examined using sociological studies. On the other hand, given the fact that attitude is an important variable in learning, more exploration is needed to explain the reduction in positive attitudes toward science and the minor role of attitude toward science in students’ science performance, especially in 2015.

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