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International Journal of Adolescence and Youth Volume 21, 2016 - Issue 4
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Articles

Exploring international gender differences in mathematics self-concept

Amy D. GoldmanDepartment of Education, Claremont Graduate University, Claremont, CA, USACorrespondence[email protected]
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Andrew M. PennerDepartment of Sociology, University of California, Irvine, CA, USAView further author information
Pages 403-418 | Received 30 Jul 2013, Accepted 19 Sep 2013, Published online: 15 Jan 2014

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Shambel Molla. (2022) Help-seeking behavior, belief in counseling service effectiveness and academic self-concept of college students. Cogent Education 9:1.
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Iseult O’Rourke & Mark Prendergast. (2021) Mathematics as a gendered subject: a deeper insight into students’ attitudes in Irish post-primary schools. Irish Educational Studies 40:4, pages 627-646.
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Jennifer A. Czocher, Kathleen Melhuish & Sindura Subanemy Kandasamy. (2020) Building mathematics self-efficacy of STEM undergraduates through mathematical modelling. International Journal of Mathematical Education in Science and Technology 51:6, pages 807-834.
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Kurt Y. Michael & Philip R. Alsup. (2016) Differences Between the Sexes Among Protestant Christian Middle School Students and their Attitudes Toward Science, Technology, Engineering and Math (STEM). Journal of Research on Christian Education 25:2, pages 147-168.
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Ana María Mejía-Rodríguez, Hans Luyten & Martina R. M. Meelissen. (2020) Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015. International Journal of Science and Mathematics Education 19:6, pages 1229-1250.
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Ricadesta Amalia, Trisnaningsih, C Anwar, A Thahir, N Lutfiana, N E Susilowati, I S Wekke & A Saregar. (2020) How Is the Students’ Concept Mastery in Terms of Gender Differences? The Effectiveness of Probing Prompting Learning Model. Journal of Physics: Conference Series 1467:1, pages 012020.
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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.
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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.
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S Firmasari, H Sulaiman, W Hartono & M S Noto. (2019) Rigorous mathematical thinking based on gender in the real analysis course. Journal of Physics: Conference Series 1157, pages 042106.
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Jianzhong Xu. (2018) Reciprocal effects of homework self-concept, interest, effort, and math achievement. Contemporary Educational Psychology 55, pages 42-52.
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Ann Y. Kim, Gale M. Sinatra & Viviane Seyranian. (2018) Developing a STEM Identity Among Young Women: A Social Identity Perspective. Review of Educational Research 88:4, pages 589-625.
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Ching-Yi Lee & Hsin-Yi Kung. (2018) Math Self-Concept and Mathematics Achievement: Examining Gender Variation and Reciprocal Relations among Junior High School Students in Taiwan. EURASIA Journal of Mathematics, Science and Technology Education 14:4.
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Abdellatif Sellami, Rima Charbaji El-Kassem, Haneen Basheer Al-Qassass & Noof Abdulhadi Al-Rakeb. (2017) A Path Analysis of Student Interest in STEM, with Specific Reference to Qatari Students. EURASIA Journal of Mathematics, Science and Technology Education 13:9.
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Maria Charles. (2017) Venus, Mars, and Math: Gender, Societal Affluence, and Eighth Graders’ Aspirations for STEM. Socius: Sociological Research for a Dynamic World 3.
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David Reilly, David L. Neumann & Glenda Andrews. 2017. Visual-spatial Ability in STEM Education. Visual-spatial Ability in STEM Education 195 224 .

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