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Development of Math Attitudes and Math Self-Concepts: Gender Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement
16 references·1 citing·50 second hop
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(2009)Understanding and using the I…National differences in gender–science stereotypes predict national sex differences in science and math achievement (2009)National differences in gende…Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006)Reciprocal Effects of Self-Co…The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature (2005)The Validity of Self-Reported…Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering (2005)Academic Self-Concept, Intere…Understanding and using the Implicit Association Test: I. An improved scoring algorithm. (2003)Understanding and using the I…Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)Academic Self-Concept and Sel…Implicit Measures in Social Cognition Research: Their Meaning and Use (2002)Implicit Measures in Social C…Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. (1997)Change in children's competen…The Perceived Competence Scale for Children (1982)The Perceived Competence Scal…Career Identities and Gender-STEM Stereotypes: When and Why Implicit Gender-STEM Associations Emerge and How They Affect Women’s College Major Choice (2023)Career Identities and Gender-…Culture's Consequences: International Differences in Work-Related Values. (1983)Motivation and Personality (1997)Development as Freedom (2009)Gender Similarities and Differences (2013)Gender differences in scholastic achievement: A meta-analysis. (2014)Gender differences in depression in representative national samples: Meta-analyses of diagnoses and symptoms. (2017)Experimental psychology. 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(1988)Self-Efficacy: The Exercise of Control (1999)Academic self‐concept and academic achievement: Relations and causal ordering (2010)Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects (2017)PISA 2018 Assessment and Analytical Framework (2019)A Theory of Social Comparison Processes (1954)Social Learning Theory. (1978)Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. (2007)Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008)Motivation reconsidered: The concept of competence. (1963)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Conceiving the self (1979)The support of autonomy and the control of behavior. (1987)Engagement and disaffection in the classroom: Part of a larger motivational dynamic? (2008)Implicit social cognition: Attitudes, self-esteem, and stereotypes. 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(2021)Using LLMs to bring evidence-based feedback into the classroom: AI-generated feedback increases secondary students’ text revision, motivation, and positive emotions (2023)Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions (2024)Dual-Process Theories of Higher Cognition (2013)Managerial cognitive capabilities and the microfoundations of dynamic capabilities (2014)Lazy, not biased: Susceptibility to partisan fake news is better explained by lack of reasoning than by motivated reasoning (2018)
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References

  • 2011Thinking, Fast and Slow14,316 cited
  • 2003Understanding and using the Implicit Association Test: I. An improved scoring algorithm.5,815 cited
  • 1982The Perceived Competence Scale for Children3,639 cited
  • 2009Understanding and using the Implicit Association Test: III. Meta-analysis of predictive validity.3,257 cited
  • 2002Implicit Measures in Social Cognition Research: Their Meaning and Use2,587 cited
  • 2020From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation2,361 cited
  • 2003Academic Self-Concept and Self-Efficacy: How Different Are They Really?1,994 cited
  • 2010Cross-national patterns of gender differences in mathematics: A meta-analysis.1,627 cited
  • 2006Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives1,365 cited
  • 2005Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering1,198 cited
  • 2005The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature1,136 cited
  • 2010Female teachers’ math anxiety affects girls’ math achievement1,117 cited
  • 2009National differences in gender–science stereotypes predict national sex differences in science and math achievement1,052 cited

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  • 1997Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study.1,040 cited
  • 2017The persistent sampling bias in developmental psychology: A call to action1,032 cited
  • 2014Women in Academic Science1,020 cited
  • Cited by

    • 2023Career Identities and Gender-STEM Stereotypes: When and Why Implicit Gender-STEM Associations Emerge and How They Affect Women’s College Major Choice21 cited