The Effect of Gender and Implicit Theories of Math Ability on Math Interest and Achievement
作者： Jillian Hendricks
DOI:
关键词:
摘要:
wku.edu参考文章(69)
Jennifer E. V. Lloyd, John Walsh, Manizheh Shehni Yailagh, Sex Differences in Performance Attributions, Self‐ Efficacy, and Achievement in Mathematics: If I’m So Smart, Why Don’t I Know It? Canadian Journal of Education. ,vol. 28, pp. 384- 408 ,(2005) , 10.2307/4126476
Patrick Broome, The Gender-Related Influence of Implicit Self-Theories on One's Intelligence with Regard to Academic Performance in Introductory Physics Classes Psychologische Beiträge. ,vol. 43, pp. 100- ,(2001)
Catherine Hill, Andresse St. Rose, Christianne Corbett, Why So Few? Women in Science, Technology, Engineering, and Mathematics. American Association of University Women. ,(2010)
Samuel Ball, Motivation in Education ,(1977)
Why aren't more women in science?: Top researchers debate the evidence. American Psychological Association. ,(2007) , 10.1037/11546-000
Marion Amacker, Learning for tomorrow's world ,(2005)
J. S. Hyde, M. C. Linn, Gender Similarities in Mathematics and Science Science. ,vol. 314, pp. 599- 600 ,(2006) , 10.1126/SCIENCE.1132154
E. Margaret Evans, Heidi Schweingruber, Harold W. Stevenson, Gender Differences in Interest and Knowledge Acquisition: The United States, Taiwan, and Japan. Sex Roles. ,vol. 47, pp. 153- 167 ,(2002) , 10.1023/A:1021047122532
Helen M.G. Watt, Jacquelynne S. Eccles, Amanda M. Durik, The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA Equality, Diversity and Inclusion. ,vol. 25, pp. 642- 659 ,(2006) , 10.1108/02610150610719119