Citations (161)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (24)
Elif Ozulku & Matthew Kloser. (2024) Middle school students’ motivational dispositions and interest in STEM careers. International Journal of Science Education 46:4, pages 382-402.
Read now
Read now
Geetanjali Basarkod, Herbert W. Marsh, Jiesi Guo, Theresa Dicke, Kate Xu & Philip D. Parker. (2023) The Big-Fish-Little-Pond Effect for Reading Self-Beliefs: A Cross-National Exploration with PISA 2018. Scientific Studies of Reading 27:4, pages 375-392.
Read now
Read now
Holly L. Klee, Angela D. Miller & Michelle M. Buehl. (2023) Mathematics Anxiety, Self-Concept, and Self-Efficacy: A Multidimensional Scaling Consideration of Measures. The Journal of Experimental Education 91:3, pages 494-516.
Read now
Read now
Daniel Edwards, Sarah Buckley, Neville Chiavaroli, Sheldon Rothman & Julie McMillan. (2023) The STEM pipeline: pathways and influences on participation and achievement of equity groups. Journal of Higher Education Policy and Management 45:2, pages 206-222.
Read now
Read now
Genshu Lu & Mei Tian. (2023) The influences of online learning environments, self-efficacy, and interaction on learning achievement: the case of international students in China. Interactive Learning Environments 0:0, pages 1-22.
Read now
Read now
Barbara Rončević Zubković, Rosanda Pahljina-Reinić & Svjetlana Kolić-Vehovec. (2023) Age and gender differences in mathematics learning during school transition. International Journal of School & Educational Psychology 11:1, pages 20-33.
Read now
Read now
Mohammed Ali Mohsen & Yuh-Shan Ho. (2022) Thirty years of educational research in Saudi Arabia: a bibliometric study. Interactive Learning Environments 0:0, pages 1-16.
Read now
Read now
Luis Miguel Fernández, Ursula Nguyen & Rebecca Callahan. (2022) Learners’ mathematics identity and achievement: Where does the teacher come in?. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-26.
Read now
Read now
Kristin Conradi Smith & Bong Gee Jang. (2022) The Relationship Between a Reader's Self-Concept and Achievement: Which Aspect Matters the Most and for Whom?. Reading & Writing Quarterly 38:5, pages 454-468.
Read now
Read now
A. Katrin Arens, Anne C. Frenzel & Thomas Goetz. (2022) Self-Concept and Self-Efficacy in Math: Longitudinal Interrelations and Reciprocal Linkages with Achievement. The Journal of Experimental Education 90:3, pages 615-633.
Read now
Read now
Ssu-Kuang Chen, Yih-Lan Liu & Sunny S. J. Lin. (2022) Do grades make me big? School effects of math ability and math grades on math self-concept. Educational Psychology 42:5, pages 567-586.
Read now
Read now
Zehavit Kohen, Meirav Amram, Miriam Dagan & Tali Miranda. (2022) Self-efficacy and problem-solving skills in mathematics: the effect of instruction-based dynamic versus static visualization. Interactive Learning Environments 30:4, pages 759-778.
Read now
Read now
Gene Thompson, Ikuya Aizawa, Samantha Curle & Heath Rose. (2022) Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism 25:1, pages 196-209.
Read now
Read now
Jamaal Young, Jahneille Cunningham, Nickolaus Ortiz, Toya Frank, Christina Hamilton & Tina Mitchell. (2021) Mathematics Dispositions and the Mathematics Learning Outcomes of Black Students: How are They Related?. Investigations in Mathematics Learning 13:2, pages 77-90.
Read now
Read now
Pernille M. Svendsen & Indira Banner. (2021) Vocal and quiet students’ attitude towards school biology and biotechnology following an intervention. Journal of Biological Education 55:1, pages 45-59.
Read now
Read now
Oliver Thiel & Lars Jenssen. (2018) Affective-motivational aspects of early childhood teacher students’ knowledge about mathematics. European Early Childhood Education Research Journal 26:4, pages 512-534.
Read now
Read now
Jingoo Kang & Tuula Keinonen. (2017) The effect of inquiry-based learning experiences on adolescents’ science-related career aspiration in the Finnish context. International Journal of Science Education 39:12, pages 1669-1689.
Read now
Read now
Kari Smith, Siv Måseidvåg Gamlem, Ann Karin Sandal & Knut Steinar Engelsen. (2016) Educating for the future: A conceptual framework of responsive pedagogy. Cogent Education 3:1.
Read now
Read now
Gawaian Bodkin-Andrews & Bronwyn Carlson. (2016) The legacy of racism and Indigenous Australian identity within education. Race Ethnicity and Education 19:4, pages 784-807.
Read now
Read now
Richard Sheldrake. (2016) Students’ intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence. International Journal of Science Education 38:8, pages 1256-1277.
Read now
Read now
Gwen Nugent, Bradley Barker, Greg Welch, Neal Grandgenett, ChaoRong Wu & Carl Nelson. (2015) A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education 37:7, pages 1067-1088.
Read now
Read now
Stephen Doherty & Dorothy Kenny. (2014) The design and evaluation of a Statistical Machine Translation syllabus for translation students. The Interpreter and Translator Trainer 8:2, pages 295-315.
Read now
Read now
Lazar Stankov & Jihyun Lee. (2014) Quest for the best non-cognitive predictor of academic achievement. Educational Psychology 34:1, pages 1-8.
Read now
Read now
Articles from other publishers (137)
Alicia Ramos & Karine Verschueren. (2024) Math self-concept in the transition to secondary school: Developmental trends, predictors, and educational implications among high-ability and average-ability students. Journal of School Psychology 103, pages 101268.
Crossref
Crossref
Paul Leon Tschisgale, Anneke Steegh, Stefan Petersen, Marcus Kubsch, Peter Wulff & Knut Neumann. (2024) Are science competitions meeting their intentions? a case study on affective and cognitive predictors of success in the Physics Olympiad. Disciplinary and Interdisciplinary Science Education Research 6:1.
Crossref
Crossref
Igor Esnaola, Albert Sesé, Lorea Azpiazu & Yina Wang. (2023) Revisiting the academic self‐concept transcultural measurement model: The case of Spain and China. British Journal of Educational Psychology 94:1, pages 89-111.
Crossref
Crossref
Satu Kaleva, Jouni Pursiainen, Ismail Celik, Jouni Peltonen & Hanni Muukkonen. (2023) The Significance of Subject Preferences, Self-Efficacy Beliefs, and Gender for the Further Study Field Interests of Finnish General Upper Secondary School Students. Nordic Journal of Transitions, Careers and Guidance 4:1, pages 113-129.
Crossref
Crossref
Zamira Hyseni Duraku, Linda Hoxha, Jon Konjufca, Artë Blakaj, Blerinë Bytyqi, Erona Mjekiqi & Shkurtë Bajgora. (2023) Test anxiety's influence on attitudes, confidence and efficacy in STEM courses: a pilot study. Journal of Research in Innovative Teaching & Learning.
Crossref
Crossref
Heather R. Beem, Charity Ampomah, Jeremiah Takyi & Gordon Kwesi Adomdza. (2023) Development of an Online Project-Based Learning Design Course for African First Year Students and Its Impact on Self-Efficacy Levels. IEEE Transactions on Education 66:5, pages 410-420.
Crossref
Crossref
Juebei Chen, Xiangyun Du, Youmen Chaaban, Giajenthiran Velmurugan, Niels Erik Ruan Lyngdorf, Bente Nørgaard, Henrik Worm Routhe, Søren Hansen, Aida Guerra & Lykke Brogaard Bertel. (2023) An Exploration of Sources Fostering First-Year Engineering Students’ Academic Well-Being in a PBL Environment. IEEE Transactions on Education 66:5, pages 421-430.
Crossref
Crossref
Joseph Y. Haw & Ronnel B. King. (2023) Understanding Filipino students’ achievement in PISA: The roles of personal characteristics, proximal processes, and social contexts. Social Psychology of Education 26:4, pages 1089-1126.
Crossref
Crossref
Ishrat Ahmed, Ruth Wylie, Stefania Metzger, Amanda Whitehurst, Youn Ji Choi, Rifa Vhora, Chloe Dahan & Erin Walker. (2023) Exploring the Use of Badges as Cross-Platform Collaborative Support. Exploring the Use of Badges as Cross-Platform Collaborative Support.
Xiaofang Sarah Wang, Laura B. Perry, Anabela Malpique & Tobias Ide. (2023) Factors predicting mathematics achievement in PISA: a systematic review. Large-scale Assessments in Education 11:1.
Crossref
Crossref
Yi Ding, Kajsa Yang Hansen & Alli Klapp. (2022) Testing measurement invariance of mathematics self-concept and self-efficacy in PISA using MGCFA and the alignment method. European Journal of Psychology of Education 38:2, pages 709-732.
Crossref
Crossref
Amela Mujagić, Karmelita Pjanić-Lipovača & Edin Liđan. (2023) Early Mathematical Competencies and Key Context Features That Promote Their Development. Društvene i humanističke studije (Online) 8:1(22), pages 419-434.
Crossref
Crossref
Michael D. Broda, Erica Ross, Nicole Sorhagen & Eric Ekholm. (2023) Exploring control-value motivational profiles of mathematics anxiety, self-concept, and interest in adolescents. Frontiers in Psychology 14.
Crossref
Crossref
Geetanjali Basarkod, Herbert W. Marsh, Baljinder K. Sahdra, Philip D. Parker, Jiesi Guo, Theresa Dicke & Oliver Lüdtke. (2022) The Dimensionality of Reading Self-Concept: Examining Its Stability Using Local Structural Equation Models. Assessment 30:3, pages 873-890.
Crossref
Crossref
Herbert W. Marsh, Oliver Lüdtke, Reinhard Pekrun, Philip D. Parker, Kou Murayama, Jiesi Guo, Geetanjali Basarkod, Theresa Dicke, James N. Donald & Alexandre J.S. Morin. (2023) School leaders’ self-efficacy and job satisfaction over nine annual waves: A substantive-methodological synergy juxtaposing competing models of directional ordering. Contemporary Educational Psychology 73, pages 102170.
Crossref
Crossref
Phillip Morris, Osasohan Agbonlahor, Regina Winters & Brian Donelson. (2022) Self-efficacy curriculum and peer leader support in gateway college mathematics. Learning Environments Research 26:1, pages 219-240.
Crossref
Crossref
Abdulai B.I.Christopher S.B.Francis X.A.Bernard K.Stephen A.Lloyd O.Grace M.B.Dennis O.K.. (2023) Predictors of Girls’ Performance in Mathematics among Senior High School Students. British Journal of Contemporary Education 2:2, pages 33-57.
Crossref
Crossref
Sevim Nuraydin, Johannes Stricker, Sonja Ugen, Romain Martin & Michael Schneider. (2023) The number line estimation task is a valid tool for assessing mathematical achievement: A population-level study with 6484 Luxembourgish ninth-graders. Journal of Experimental Child Psychology 225, pages 105521.
Crossref
Crossref
Gabriella Óturai, Cordian Riener & Sarah E. Martiny. (2023) Attitudes towards mathematics, achievement, and drop-out intentions among STEM and Non-STEM students in Norway. International Journal of Educational Research Open 4, pages 100230.
Crossref
Crossref
S. Megan Che & T. Evan Baker. 2023. The Evolution of Research on Teaching Mathematics. The Evolution of Research on Teaching Mathematics
255
276
.
Agnė Dzimidienė & Dalia Bagdžiūnienė. (2022) The Effect of Employee Agility and Self-Efficacy on Innovative Behavior at Work. Psichologija 67, pages 70-88.
Crossref
Crossref
Syamsu Alam, Mega Teguh & Tatag Yuli. (2022) A Study of Students’ Self-Efficacy in Mathematics Performance Based on Bugis Ethnicity and Gender. European Journal of Mathematics and Science Education 3:2, pages 155-170.
Crossref
Crossref
Mojtaba Jahanifar. (2022) Academic self‐concept in physics: A multidimensional and hierarchical model based on learning targets. School Science and Mathematics 122:8, pages 402-416.
Crossref
Crossref
Kaley Lesperance, Sarah Hofer, Jan Retelsdorf & Doris Holzberger. (2022) Reducing gender differences in student motivational‐affective factors: A meta‐analysis of school‐based interventions. British Journal of Educational Psychology 92:4, pages 1502-1536.
Crossref
Crossref
Herbert W. Marsh, Reinhard Pekrun & Oliver Lüdtke. (2022) Directional Ordering of Self-Concept, School Grades, and Standardized Tests Over Five Years: New Tripartite Models Juxtaposing Within- and Between-Person Perspectives. Educational Psychology Review 34:4, pages 2697-2744.
Crossref
Crossref
Sandra J. Miles & Katherine N. Vela. (2022) Asking for help as a key to success: The relationship between student help‐seeking skills and mathematics self‐efficacy. School Science and Mathematics 122:7, pages 371-380.
Crossref
Crossref
Joseph Njuguna. (2022) Online-ready? Factor structure and internal consistency of a scale to measure students’ online journalism self-efficacy. Journal of Applied Journalism & Media Studies 11:3, pages 381-405.
Crossref
Crossref
Jack Pun & Xina Jin. (2022) English medium of instruction in science learning: A path analysis. System 109, pages 102867.
Crossref
Crossref
Joshua K. Roundy, Melissa A. Gallagher & Jenny L. Byrd. (2022) An innovative active learning module on snow and climate modeling. Frontiers in Water 4.
Crossref
Crossref
Thomas J. Smith, Zuway‐R Hong, Wen‐Yi Hsu & Ying‐Yan Lu. (2022) The relationship of sense of school belonging to physics attitude among high school students in advanced physics courses. Science Education 106:4, pages 830-851.
Crossref
Crossref
Becky Allen, Andrew Stephen McGough & Marie Devlin. (2021) Toward a Framework for Teaching Artificial Intelligence to a Higher Education Audience. ACM Transactions on Computing Education 22:2, pages 1-29.
Crossref
Crossref
Veronica Ryan, Olivia Fitzmaurice & John O’Donoghue. (2022) Student Interest and Engagement in Mathematics After the First Year of Secondary Education. European Journal of Science and Mathematics Education 10:4, pages 436-454.
Crossref
Crossref
Kristina Henry Collins, Mary Ruth Coleman & Tarek C. Grantham. (2022) A Bioecological Perspective of Emotional/Behavioral Challenges for Gifted Students of Color: Support Needed Versus Support Received. Journal of Emotional and Behavioral Disorders 30:2, pages 86-95.
Crossref
Crossref
Jose Eos Trinidad & Ronnel B. King. (2021) Ability grouping predicts inequality, not achievement gains in Philippine schools: findings from PISA 2018. Educational Research for Policy and Practice 21:2, pages 305-322.
Crossref
Crossref
Ming-Tsan Pierre Lu & Shaghayegh Setayesh. (2022) The Effectiveness of the Link2Success Program on Freshman Level Math Course Achievement. International Journal of Educational Methodology 8:2, pages 391-404.
Crossref
Crossref
Marco Cancino & Samantha Mera. (2022) ASSESSING THE IMPACT OF TEACHER L2 USE ON LEARNER SELF-EFFICACY PERCEPTIONS: THE CASE OF CHILEAN ELEMENTARY EFL LEARNERS. TEFLIN Journal: A publication on the teaching and learning of English 33:1, pages 27.
Crossref
Crossref
Nagla Ali, Shaljan Areepattamannil, Ieda M. Santos & Myint Khine. 2022. Research Anthology on Makerspaces and 3D Printing in Education. Research Anthology on Makerspaces and 3D Printing in Education
602
620
.
Justin Harris. (2022) Measuring listening and speaking self-efficacy in EFL contexts: The development of the Communicative SE Questionnaire. Language Teaching Research, pages 136216882210916.
Crossref
Crossref
Alessandra Cecalupo, Mara Marini, Federica Scarci & Stefano Livi. (2022) Individual Strivings in Social Comparison Processes: Achievement Motivation Goals in the Big-Fish-Little-Pond Effect. Frontiers in Psychology 13.
Crossref
Crossref
André D. S. Lerche, Christian L. Burk & Bettina S. Wiese. (2020) Dynamics Between Applied Work Demands and Related Competence Beliefs: A 4-Year Study With Scientists. Journal of Career Development 49:2, pages 378-392.
Crossref
Crossref
Sara Caviola, Irene C. Mammarella & Denes Szűcs. 2022. Handbook of Cognitive Mathematics. Handbook of Cognitive Mathematics
317
348
.
Sara Caviola, Irene C. Mammarella & Denes Szűcs. 2021. Handbook of Cognitive Mathematics. Handbook of Cognitive Mathematics
1
32
.
Logan Fiorella, So Yoon Yoon, Kinnari Atit, Jason R. Power, Grace Panther, Sheryl Sorby, David H. Uttal & Norma Veurink. (2021) Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students. International Journal of STEM Education 8:1.
Crossref
Crossref
Sheretta T. Butler-Barnes, Bridget Cheeks, David L. Barnes & Habiba Ibrahim. (2021) STEM Pipeline: Mathematics Beliefs, Attitudes, and Opportunities of Racial/Ethnic Minority Girls. Journal for STEM Education Research 4:3, pages 301-328.
Crossref
Crossref
Miriam M. Gebauer, Nele McElvany, Olaf Köller & Christian Schöber. (2021) Cross-cultural differences in academic self-efficacy and its sources across socialization contexts. Social Psychology of Education 24:6, pages 1407-1432.
Crossref
Crossref
Inga Simm, Ursula Winklhofer, Thorsten Naab, Alexandra N. Langmeyer & Anja Linberg. (2021) How Children and Adolescents Perceive Their Coping With Home Learning in Times of COVID-19: A Mixed Method Approach. Frontiers in Psychology 12.
Crossref
Crossref
Zhichen Xia, Fan Yang, Kevin Praschan & Qingyu Xu. (2019) The formation and influence mechanism of mathematics self-concept of left-behind children in mainland China. Current Psychology 40:11, pages 5567-5586.
Crossref
Crossref
Anja Schiepe-Tiska, Anna Heinle, Paula Dümig, Frank Reinhold & Kristina Reiss. (2021) Achieving Multidimensional Educational Goals Through Standard-Oriented Teaching. An Application to STEM Education. Frontiers in Education 6.
Crossref
Crossref
Raquel Fernández-Cézar, Natalia Solano-Pinto & Dunia Garrido. (2021) Can Mathematics Achievement Be Predicted? The Role of Cognitive–Behavioral–Emotional Variables. Mathematics 9:14, pages 1591.
Crossref
Crossref
Joyce Hayek, Hein de Vries, Maya Tueni, Nathalie Lahoud, Bjorn Winkens & Francine Schneider. (2021) Increased Adherence to the Mediterranean Diet and Higher Efficacy Beliefs Are Associated with Better Academic Achievement: A Longitudinal Study of High School Adolescents in Lebanon. International Journal of Environmental Research and Public Health 18:13, pages 6928.
Crossref
Crossref
Vinod Menon & Hyesang Chang. (2021) Emerging neurodevelopmental perspectives on mathematical learning. Developmental Review 60, pages 100964.
Crossref
Crossref
Glona Lee & Sandra D. Simpkins. (2021) Ability self‐concepts and parental support may protect adolescents when they experience low support from their math teachers. Journal of Adolescence 88:1, pages 48-57.
Crossref
Crossref
Matthew Scheidt, Allison Godwin, Edward Berger, John Chen, Brian P. Self, James M. Widmann & Ann Q. Gates. (2021) Engineering students' noncognitive and affective factors: Group differences from cluster analysis. Journal of Engineering Education 110:2, pages 343-370.
Crossref
Crossref
Ivett Reyes Guillén, Socorro Fonseca Córdoba & Miguel Ángel Gómez López. (2021) Percepción de estudiantes universitarios sobre su formación académica en matemática y estadística. IKASTORRATZA.e-journal on Didactics, pages 116-132.
Crossref
Crossref
Chen Chen, Jane M. Kang, Gerhard Sonnert & Philip M. Sadler. (2020) High School Calculus and Computer Science Course Taking as Predictors of Success in Introductory College Computer Science. ACM Transactions on Computing Education 21:1, pages 1-21.
Crossref
Crossref
Feiya Xiao & Li Sun. (2021) Students’ Motivation and Affection Profiles and Their Relation to Mathematics Achievement, Persistence, and Behaviors. Frontiers in Psychology 11.
Crossref
Crossref
Tian Abdul Aziz & Ervin Azhar. The validity and reliability study of the Indonesian version of the sources of mathematics self-efficacy scale. The validity and reliability study of the Indonesian version of the sources of mathematics self-efficacy scale.
Sandra L. Rogelberg, Angela Starrett, Matthew J. Irvin & Christine DiStefano. (2021) Examining motivation profiles within and across socioeconomic levels on educational outcomes. International Journal of Educational Research 109, pages 101846.
Crossref
Crossref
Katrin Ellen Klieme. 2021. Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung. Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung
309
322
.
María P. Gómez-Arízaga, Marianela Navarro, Annjeannette Martin, Karin Roa-Tampe, María Leonor Conejeros-Solar, Leonie Kronborg, Marieta Valdivia-Lefort, Hernán Castillo-Hermosilla & Bárbara Rivera-Lino. (2020) Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation. Eurasia Journal of Mathematics, Science and Technology Education 16:12, pages em1929.
Crossref
Crossref
Tuba Ketenci, Audrey Leroux & Maggie Renken. (2020) Beyond Student Factors: a Study of the Impact on STEM Career Attainment. Journal for STEM Education Research 3:3, pages 368-386.
Crossref
Crossref
Lindsey Engle Richland, Emma Naslund‐Hadley, Haydee Alonzo, Emily Lyons & Elayne Vollman. (2020)
Teacher and Students' Mathematics Anxiety and Achievement in a
Low‐Income
National Context
. Mind, Brain, and Education 14:4, pages 400-414.
Crossref
Crossref
Nele Kampa, Sonja Krämer & Bettina Hannover. (2020) Secondary School Leaving Examinations: The Impact of Expectancies, Values, and Dimensional Comparisons on Male and Female Students’ Science-Oriented Choices. Frontiers in Education 5.
Crossref
Crossref
Lysann Zander, Elisabeth Höhne, Sophie Harms, Maximilian Pfost & Matthew J. Hornsey. (2020) When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics. Frontiers in Psychology 11.
Crossref
Crossref
Katharina Siefer, Timo Leuders & Andreas Obersteiner. (2019) Leistung und Selbstwirksamkeitserwartung als Kompetenzdimensionen: Eine Erfassung individueller Ausprägungen im Themenbereich lineare FunktionenPerformance and Self-Efficacy as two Dimensions of Competence: An Assessment of Individual Competency Profiles in the Domain of Linear Functions. Journal für Mathematik-Didaktik 41:2, pages 267-299.
Crossref
Crossref
Kamilah Legette. (2020) A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes. Educational Psychology Review 32:3, pages 885-900.
Crossref
Crossref
Sunwoo Kim. (2020) Effects of Korean Female Adolescent Makeup on School Adjustment. Journal of the Korean Society of Costume 70:4, pages 65-79.
Crossref
Crossref
Miriam M. Gebauer, Nele McElvany, Wilfried Bos, Olaf Köller & Christian Schöber. (2019) Determinants of academic self-efficacy in different socialization contexts: investigating the relationship between students’ academic self-efficacy and its sources in different contexts. Social Psychology of Education 23:2, pages 339-358.
Crossref
Crossref
Yan Sun, Ru-De Liu, Tian-Po Oei, Rui Zhen, Yi Ding & Ronghuan Jiang. (2020) Perceived parental warmth and adolescents' math engagement in China: The mediating roles of need satisfaction and math self-efficacy. Learning and Individual Differences 78, pages 101837.
Crossref
Crossref
Susana Rodríguez, Bibiana Regueiro, Isabel Piñeiro, Iris Estévez & Antonio Valle. (2020) Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education. Frontiers in Psychology 10.
Crossref
Crossref
Steve Murphy, Amy MacDonald & Lena Danaia. 2020. STEM Education Across the Learning Continuum. STEM Education Across the Learning Continuum
9
28
.
Joel Rapp & Francesca Borgonovi. (2019) LA BRECHA DE GÉNERO EN MATEMÁTICAS Y EN LECTURA: LA PERSPECTIVA DEL ESTUDIANTE. Journal of Supranational Policies of Education (JoSPoE):9, pages 6.
Crossref
Crossref
Satu Kaleva, Jouni Pursiainen, Mirkka Hakola, Jarmo Rusanen & Hanni Muukkonen. (2019) Students’ reasons for STEM choices and the relationship of mathematics choice to university admission. International Journal of STEM Education 6:1.
Crossref
Crossref
Moin Syed, Eileen L. Zurbriggen, Martin M. Chemers, Barbara K. Goza, Steve Bearman, Faye J. Crosby, Jerome M. Shaw, Lisa Hunter & Elizabeth M. Morgan. (2018) The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences. Analyses of Social Issues and Public Policy 19:1, pages 7-49.
Crossref
Crossref
Wenjuan Guo, Kit Ling Lau & Jun Wei. (2019) Teacher feedback and students’ self-regulated learning in mathematics: A comparison between a high-achieving and a low-achieving secondary schools. Studies in Educational Evaluation 63, pages 48-58.
Crossref
Crossref
Penelope W. St J. Watson, Christine M. Rubie-Davies & Kane Meissel. (2019) Mathematics Self-Concept in New Zealand Elementary School Students: Evaluating Age-Related Decline. Frontiers in Psychology 10.
Crossref
Crossref
Herbert W. Marsh, Brooke Van Zanden, Philip D. Parker, Jiesi Guo, James Conigrave & Marjorie Seaton. (2019) Young Women Face Disadvantage to Enrollment in University STEM Coursework Regardless of Prior Achievement and Attitudes. American Educational Research Journal 56:5, pages 1629-1680.
Crossref
Crossref
Elisabeth Höhne & Lysann Zander. (2019) Sources of Male and Female Students’ Belonging Uncertainty in the Computer Sciences. Frontiers in Psychology 10.
Crossref
Crossref
Jill Denner, Olivia Valdes, Daniel J. Dickson & Brett Laursen. (2019) Math interest and self‐concept among latino/a students: Reciprocal influences across the transition to middle school. Journal of Adolescence 75:1, pages 22-36.
Crossref
Crossref
Herbert W. Marsh, Philip D. Parker & Reinhard Pekrun. (2019) Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students. European Psychologist 24:3, pages 231-242.
Crossref
Crossref
Cara Morton & Kira Carbonneau. (2019) The Influence of Modeling on Science Self-efficacy among Middle School Students. The Influence of Modeling on Science Self-efficacy among Middle School Students.
Rebecca E. Gibbons & Jeffrey R. Raker. (2018) Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model. Journal of Research in Science Teaching 56:5, pages 598-618.
Crossref
Crossref
Luke K. Fryer & Mary Ainley. (2019) Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction 60, pages 252-262.
Crossref
Crossref
Matt S Homer. (2019) Measuring mathematical affect in an international context: influences on pre-university attainment and degree choice. Teaching Mathematics and its Applications: An International Journal of the IMA 38:1, pages 1-19.
Crossref
Crossref
Anja Schiepe-Tiska. (2019) School Tracks as Differential Learning Environments Moderate the Relationship Between Teaching Quality and Multidimensional Learning Goals in Mathematics. Frontiers in Education 4.
Crossref
Crossref
Nagla Ali, Shaljan Areepattamannil, Ieda M. Santos & Myint Khine. 2019. Handbook of Research on Innovative Digital Practices to Engage Learners. Handbook of Research on Innovative Digital Practices to Engage Learners
138
157
.
Karen A. Blotnicky, Tamara Franz-Odendaal, Frederick French & Phillip Joy. (2018) A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. International Journal of STEM Education 5:1.
Crossref
Crossref
Pirjo A. Savolainen, Anneke C. Timmermans & Hannu K. Savolainen. (2018) Part-time special education predicts students' reading self-concept development. Learning and Individual Differences 68, pages 85-95.
Crossref
Crossref
Akitoshi Uchida, Robert B. Michael & Kazuo Mori. (2018) An Induced Successful Performance Enhances Student Self-Efficacy and Boosts Academic Achievement. AERA Open 4:4, pages 233285841880619.
Crossref
Crossref
Richard A. Burns, Dimity A. Crisp & Robert B. Burns. (2018) Competence and affect dimensions of self-concept among higher education students: a factorial validation study of an academic subject-specific self-concept. European Journal of Psychology of Education 33:4, pages 649-663.
Crossref
Crossref
Linda J. Sax & Kaitlin N. S. Newhouse. (2019) Disciplinary Field Specificity and Variation in the STEM Gender Gap. New Directions for Institutional Research 2018:179, pages 45-71.
Crossref
Crossref
Nele McElvany, Hanna D. Ferdinand, Miriam M. Gebauer, Wilfried Bos, Thorben Huelmann, Olaf Köller & Christian Schöber. (2018) Attainment-aspiration gap in students with a migration background: The role of self-efficacy. Learning and Individual Differences 65, pages 159-166.
Crossref
Crossref
Javier Díez-Palomar, Ainhoa Sanmamed, Rocío García-Carrión & Silvia Molina-Roldán. (2018) Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics. Sustainability 10:7, pages 2191.
Crossref
Crossref
Fabian Wolff, Nicole Nagy, Friederike Helm & Jens Möller. (2018) Testing the internal/external frame of reference model of academic achievement and academic self-concept with open self-concept reports. Learning and Instruction 55, pages 58-66.
Crossref
Crossref
Maria Luz Berbery & Karen M. O’Brien. (2017) Going to College? Latina/Latino High School Students’ College-Going Self-Efficacy and Educational Goals. Journal of Career Assessment 26:2, pages 377-392.
Crossref
Crossref
Xiaoli Feng, Jin-Liang Wang & Detlef H. Rost. (2018) Akademische Selbstkonzepte und akademische Selbstwirksamkeiten: Interdependenzen und Beziehungen zu schulischen Leistungen. Zeitschrift für Pädagogische Psychologie 32:1-2, pages 23-38.
Crossref
Crossref
Christian Schöber, Kerstin Schütte, Olaf Köller, Nele McElvany & Miriam M. Gebauer. (2018) Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learning and Individual Differences 63, pages 1-11.
Crossref
Crossref
Sara Grigg, Harsha N. Perera, Peter McIlveen & Zvetomira Svetleff. (2018) Relations among math self efficacy, interest, intentions, and achievement: A social cognitive perspective. Contemporary Educational Psychology 53, pages 73-86.
Crossref
Crossref
Anna Widlund, Heta Tuominen & Johan Korhonen. (2018) Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year. Frontiers in Psychology 9.
Crossref
Crossref
Annette Lohbeck, Gerda Hagenauer & Anne C. Frenzel. (2018) Teachers' self-concepts and emotions: Conceptualization and relations. Teaching and Teacher Education 70, pages 111-120.
Crossref
Crossref
Igor Esnaola, Paula Elosua & John Freeman. (2018) Internal structure of academic self-concept through the Self-Description Questionnaire II-Short (SDQII-S). Learning and Individual Differences 62, pages 174-179.
Crossref
Crossref
Kate Talsma, Benjamin Schüz, Ralf Schwarzer & Kimberley Norris. (2018) I believe, therefore I achieve (and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and academic performance. Learning and Individual Differences 61, pages 136-150.
Crossref
Crossref
Thomas Perry, Peter Davies & Tian Qiu. (2018) Great grade expectations? The role of pupil expectations in target setting. International Journal of Educational Research 89, pages 139-152.
Crossref
Crossref
Clarence Ng, Brendan Bartlett & Stephen N. ElliottClarence Ng, Brendan Bartlett & Stephen N. Elliott. 2018. Empowering Engagement. Empowering Engagement
191
209
.
Clarence Ng, Brendan Bartlett & Stephen N. ElliottClarence Ng, Brendan Bartlett & Stephen N. Elliott. 2018. Empowering Engagement. Empowering Engagement
167
189
.
Clarence Ng, Brendan Bartlett & Stephen N. ElliottClarence Ng, Brendan Bartlett & Stephen N. Elliott. 2018. Empowering Engagement. Empowering Engagement
145
166
.
Clarence Ng, Brendan Bartlett & Stephen N. ElliottClarence Ng, Brendan Bartlett & Stephen N. Elliott. 2018. Empowering Engagement. Empowering Engagement
117
143
.
Xiaoli Feng, Jin-Liang Wang & Detlef H. Rost. (2017) Akademische Selbstkonzepte bei chinesischen Studenten und Studentinnen der Germanistik sowie Schülern und Schülerinnen. Diagnostica 63:4, pages 269-284.
Crossref
Crossref
Yisu Zhou, Xitao Fan, Xiaoxin Wei & Robert H. Tai. (2017) Gender Gap Among High Achievers in Math and Implications for STEM Pipeline. The Asia-Pacific Education Researcher 26:5, pages 259-269.
Crossref
Crossref
Herman G. van de Werfhorst. (2017) Gender Segregation across Fields of Study in Post-Secondary Education: Trends and Social Differentials. European Sociological Review 33:3, pages 449-464.
Crossref
Crossref
Iuliana Armaş, Romeo Zeno Cretu & Radu Ionescu. (2017) Self-efficacy, stress, and locus of control: The psychology of earthquake risk perception in Bucharest, Romania. International Journal of Disaster Risk Reduction 22, pages 71-76.
Crossref
Crossref
I-Hui Li, Gwo-Haur Hwang & Yi-Xuan Lin. (2017) Data mining on the prior knowledge and the effectiveness of the self-regulated learning. Data mining on the prior knowledge and the effectiveness of the self-regulated learning.
Vasiliki Pitsia, Andy Biggart & Anastasios Karakolidis. (2017) The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences 55, pages 163-173.
Crossref
Crossref
Katarzyna Gogol, Martin Brunner, Romain Martin, Franzis Preckel & Thomas Goetz. (2017) Affect and motivation within and between school subjects: Development and validation of an integrative structural model of academic self-concept, interest, and anxiety. Contemporary Educational Psychology 49, pages 46-65.
Crossref
Crossref
Richard Sheldrake, Tamjid Mujtaba & Michael J. Reiss. (2017) Science teaching and students’ attitudes and aspirations: The importance of conveying the applications and relevance of science. International Journal of Educational Research 85, pages 167-183.
Crossref
Crossref
Özkan Çikrıkci. 2017. The Factors Effecting Student Achievement. The Factors Effecting Student Achievement
95
116
.
Fredrik Jensen & Marit Kjærnsli. 2016. Stø kurs. Stø kurs
72
93
.
Anubha Rohatgi, Ronny Scherer & Ove E. Hatlevik. (2016) The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test. Computers & Education 102, pages 103-116.
Crossref
Crossref
Mingming Zhou. (2015) A Revisit of General Self-Efficacy Scale: Uni- or Multi-dimensional?. Current Psychology 35:3, pages 427-436.
Crossref
Crossref
Luke K. Fryer, Mary Ainley & Andrew Thompson. (2016) Modelling the links between students' interest in a domain, the tasks they experience and their interest in a course: Isn't interest what university is all about?. Learning and Individual Differences 50, pages 157-165.
Crossref
Crossref
Linda Bonne & Michael Johnston. (2016) Students’ beliefs about themselves as mathematics learners. Thinking Skills and Creativity 20, pages 17-28.
Crossref
Crossref
Philip D. Parker, John Jerrim, Ingrid Schoon & Herbert W. Marsh. (2016) A Multination Study of Socioeconomic Inequality in Expectations for Progression to Higher Education. American Educational Research Journal 53:1, pages 6-32.
Crossref
Crossref
Sachel M. Villafañe, Xiaoying Xu & Jeffrey R. Raker. (2016) Self-efficacy and academic performance in first-semester organic chemistry: testing a model of reciprocal causation. Chemistry Education Research and Practice 17:4, pages 973-984.
Crossref
Crossref
Richard Sheldrake. (2016) Confidence as motivational expressions of interest, utility, and other influences: Exploring under-confidence and over-confidence in science students at secondary school. International Journal of Educational Research 76, pages 50-65.
Crossref
Crossref
A. Katrin Arens, Herbert W. Marsh, Rhonda G. Craven, Alexander Seeshing Yeung, Eva Randhawa & Marcus Hasselhorn. (2016) Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender. Early Childhood Research Quarterly 36, pages 391-403.
Crossref
Crossref
Anja Schiepe-Tiska, Nina Roczen, Katharina Müller, Manfred Prenzel & Jonathan Osborne. 2016. Assessing Contexts of Learning. Assessing Contexts of Learning
301
329
.
David W. Putwain, Richard Remedios & Wendy Symes. (2015) Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy. Learning and Instruction 40, pages 21-28.
Crossref
Crossref
Senar Temel, Şenol Şen & Ayhan Yılmaz. (2015) VALIDITY AND RELIABILITY ANALYSES FOR CHEMISTRY SELF-CONCEPT INVENTORY. Journal of Baltic Science Education 14:5, pages 599-606.
Crossref
Crossref
Xiaoli Feng, Detlef H. Rost & Dajun Zhang. (2015) Akademische Selbstwirksamkeit oder fachbezogene Selbstwirksamkeiten?. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 47:3, pages 159-172.
Crossref
Crossref
Philip D. Parker, Herbert W. Marsh, Alexandre J. S. Morin, Marjorie Seaton & Brooke Van Zanden. (2014)
If one goes up the other must come down: Examining ipsative relationships between math and
E
nglish self‐concept trajectories across high school
. British Journal of Educational Psychology 85:2, pages 172-191.
Crossref
Crossref
Jiesi Guo, Herbert W. Marsh, Alexandre J. S. Morin, Philip D. Parker & Gurvinder Kaur. (2015) Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment. American Educational Research Journal 52:2, pages 371-402.
Crossref
Crossref
Malte Jansen, Ronny Scherer & Ulrich Schroeders. (2015) Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology 41, pages 13-24.
Crossref
Crossref
Brent Ferrell & Jack Barbera. (2015) Analysis of students' self-efficacy, interest, and effort beliefs in general chemistry. Chemistry Education Research and Practice 16:2, pages 318-337.
Crossref
Crossref
Thomrat Siriparp. (2015) Examining Self-efficacy and Achievement in an Educational Research Course. Procedia - Social and Behavioral Sciences 171, pages 1360-1364.
Crossref
Crossref
Brooke Van Zanden, Herbert W. Marsh, Marjorie Seaton & Philip Parker. 2015. International Encyclopedia of the Social & Behavioral Sciences. International Encyclopedia of the Social & Behavioral Sciences
460
468
.
Herbert W. Marsh, Hans Kuyper, Marjorie Seaton, Philip D. Parker, Alexandre J.S. Morin, Jens Möller & Adel S. Abduljabbar. (2014) Dimensional comparison theory: an extension of the internal/external frame of reference effect on academic self-concept formation. Contemporary Educational Psychology 39:4, pages 326-341.
Crossref
Crossref
Philip Parker, Gabriel Nagy, Ulrich Trautwein & Oliver Lüdtke. 2014. Gender Differences in Aspirations and Attainment. Gender Differences in Aspirations and Attainment
224
246
.