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Is research on gender‐specific underachievement in gifted girls an obsolete topic? New findings on an often discussed issue
16 references·0 citing·47 second hop
Is research on gender‐specific underachievement in gifted girls an obsolete topic? New findings on an often discussed issue (2004)Is research on gender‐specific underachie…Gender Differences in Gifted Achievement in Britain and the U.S. (2003)Gender Differences in Gifted …Self-regulated Science Learning with Highly Gifted Students: The role of cognitive, motivational, epistemological, and environmental variables (2002)Self-regulated Science Learni…Top 1 in 10,000: A 10-year follow-up of the profoundly gifted. (2001)Top 1 in 10,000: A 10-year fo…Implicit Theories of German Mathematics and Physics Teachers on Gender Specific Giftedness and Motivation (2001)Implicit Theories of German M…A Comparison of Gender Differences in Academic Self-Concept and Motivation Between High-Ability and Average Chinese Adolescents (2001)A Comparison of Gender Differ…Talented Female Students' Resistance to Science: An exploratory study of post-secondary achievement motivation, persistence, and epistemological characteristics (2000)Talented Female Students' Res…International handbook of giftedness and talent (2000)International handbook of gif…FAMILIES: THE ESSENTIAL CONTEXT FOR GIFTS AND TALENTS (2000)FAMILIES: THE ESSENTIAL CONTE…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Individual (Learning and Motivational) Needs versus Instructional Conditions of Gifted Education[1] (1999)Individual (Learning and Moti…Achievement motivation and gifted students: A social cognitive perspective (1998)Achievement motivation and gi…Gender Differences in Seff-Perceptions: Convergent Evidence from Three Measures of Accuracy and Bias (1997)Gender Differences in Seff-Pe…Gender Differences in Mathematics and the Sciences: Can Attributional Retraining Improve the Performance of Gifted Females? (1996)Gender Differences in Mathema…We Can't Change What We Don't Recognize: Understanding the Special Needs of Gifted Females (1987)We Can't Change What We Don't…Expectancies, values and academic behaviors (1983)Expectancies, values and acad…Education of the gifted (1960)Education of the giftedIntrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Institutional and Student Factors and Their Influence on Advanced Mathematics Achievement (2002)Rethinking Giftedness and Gifted Education (2011)Fear of failure as a mediator of the relationship between obstacles and nascent entrepreneurial activity—An experimental approach (2017)Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. (1984)Goals: An approach to motivation and achievement. 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References

  • 1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited
  • 1983Expectancies, values and academic behaviors3,902 cited
  • 1997Gender Differences in Seff-Perceptions: Convergent Evidence from Three Measures of Accuracy and Bias463 cited
  • 2001Top 1 in 10,000: A 10-year follow-up of the profoundly gifted.270 cited
  • 2000International handbook of giftedness and talent264 cited
  • 2002Self-regulated Science Learning with Highly Gifted Students: The role of cognitive, motivational, epistemological, and environmental variables207 cited
  • 1987We Can't Change What We Don't Recognize: Understanding the Special Needs of Gifted Females195 cited
  • 1998Achievement motivation and gifted students: A social cognitive perspective155 cited
  • 1996Gender Differences in Mathematics and the Sciences: Can Attributional Retraining Improve the Performance of Gifted Females?105 cited
  • 2003Gender Differences in Gifted Achievement in Britain and the U.S.84 cited
  • 2000FAMILIES: THE ESSENTIAL CONTEXT FOR GIFTS AND TALENTS76 cited
  • 2000Talented Female Students' Resistance to Science: An exploratory study of post-secondary achievement motivation, persistence, and epistemological characteristics68 cited
  • 2001Implicit Theories of German Mathematics and Physics Teachers on Gender Specific Giftedness and Motivation64 cited
  • 2001

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A Comparison of Gender Differences in Academic Self-Concept and Motivation Between High-Ability and Average Chinese Adolescents
63 cited
  • 1999Individual (Learning and Motivational) Needs versus Instructional Conditions of Gifted Education[1]55 cited
  • 1960Education of the gifted50 cited
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