Citations (59)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (16)
Svein Sjøberg & Edgar Jenkins. (2022) PISA: a political project and a research agenda. Studies in Science Education 58:1, pages 1-14.
Read now
Read now
R. L. Hite & T. L. McDonald. (2021) Exploring science relevancy by gender and SES in The Bahamas: secondary Bahamian students' interests in science and attractive attributes of future careers. International Journal of Science Education 43:11, pages 1860-1879.
Read now
Read now
Sibel Erduran, Yasmine El Masri, Alison Cullinane & YPD Ng. (2020) Assessment of practical science in high stakes examinations: a qualitative analysis of high performing English-speaking countries. International Journal of Science Education 42:9, pages 1544-1567.
Read now
Read now
Bent Sortkær & David Reimer. (2018) Classroom disciplinary climate of schools and gender – evidence from the Nordic countries. School Effectiveness and School Improvement 29:4, pages 511-528.
Read now
Read now
Remy Dou, Eric Brewe, Geoff Potvin, Justyna P. Zwolak & Zahra Hazari. (2018) Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses. International Journal of Science Education 40:13, pages 1587-1605.
Read now
Read now
Annemie Struyf, Jelle Boeve-de Pauw & Peter Van Petegem. (2017) ‘Hard science’: a career option for socially and societally interested students? Grade 12 students’ vocational interest gap explored. International Journal of Science Education 39:17, pages 2304-2320.
Read now
Read now
Brady Michael Jack, Hsiao-Ching She & Huann-shyang Lin. (2016) Effects of self-evaluated value and cognition on leisure science engagement. International Journal of Science Education, Part B 6:4, pages 341-354.
Read now
Read now
Bo Ning, Jan Van Damme, Wim Van Den Noortgate, Xiangdong Yang & Sarah Gielen. (2015) The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study. School Effectiveness and School Improvement 26:4, pages 586-611.
Read now
Read now
Jaan Mikk. (2015) Explaining the difference between PISA 2009 reading scores in Finland and Estonia. Educational Research and Evaluation 21:4, pages 324-342.
Read now
Read now
Marion Händel, Xiaoju Duan, Margaret Sutherland & Albert Ziegler. (2014) Successful in Science Education and Still Popular: A pattern that is possible in China rather than in Germany or Russia. International Journal of Science Education 36:6, pages 887-907.
Read now
Read now
Xiaoqing Kong, Katherine P. Dabney & Robert H. Tai. (2014) The Association Between Science Summer Camps and Career Interest in Science and Engineering. International Journal of Science Education, Part B 4:1, pages 54-65.
Read now
Read now
Maria Charles, Bridget Harr, Erin Cech & Alexandra Hendley. (2014) Who likes math where? Gender differences in eighth-graders’ attitudes around the world. International Studies in Sociology of Education 24:1, pages 85-112.
Read now
Read now
Per Anderhag, Patrik Emanuelsson, Per-Olof Wickman & Karim
Mikael Hamza. (2013) Students' Choice of Post-Compulsory Science: In search of schools that compensate for the socio-economic background of their students. International Journal of Science Education 35:18, pages 3141-3160.
Read now
Read now
Bo Ning, Jan Van Damme, Hongqiang Liu, Gudrun Vanlaar & Sarah Gielen. (2013) Students' Individual Perceptions of School Climate Predict Reading Achievement in Shanghai. International Journal of School & Educational Psychology 1:3, pages 188-198.
Read now
Read now
Joanna Sikora & Artur Pokropek. (2012) Intergenerational Transfers of Preferences for Science Careers in Comparative Perspective. International Journal of Science Education 34:16, pages 2501-2527.
Read now
Read now
Rolf Vegar Olsen & Svein Lie. (2011) Profiles of Students’ Interest in Science Issues around the World: Analysis of data from PISA 2006. International Journal of Science Education 33:1, pages 97-120.
Read now
Read now
Articles from other publishers (43)
Azizul Ghofar Candra Wicaksono & Erzsébet Korom. (2023) Role of inductive reasoning, gender, learning satisfaction, and educational and career preference in predicting scientific competency in high school. Thinking Skills and Creativity 49, pages 101376.
Crossref
Crossref
Melinda Erdmann, Agustina Marques Hill, Marcel Helbig & Kathrin Leuze. (2023) Do women's empowerment and self-expression values change adolescents' gendered occupational expectations? Longitudinal evidence against the gender-equality paradox from 26 European countries. Frontiers in Sociology 8.
Crossref
Crossref
Mingren Zhao & Rui Jin. (2023) Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data. Frontiers in Psychology 14.
Crossref
Crossref
Haydée De Loof, Jelle Boeve-de Pauw & Peter Van Petegem. (2022) Integrated STEM Education: The Effects of a Long-Term Intervention on Students’ Cognitive Performance. European Journal of STEM Education 7:1, pages 13.
Crossref
Crossref
Hung-Lin Tao & Hui-Pei Cheng. (2022) Parental and sibling influence on study field choice: Gender-stereotypical or field preference transmission. Journal of Asian Economics 82, pages 101509.
Crossref
Crossref
Anubha Rohatgi, Ove E. Hatlevik & Julius K. Björnsson. (2022) Supportive climates and science achievement in the Nordic countries: lessons learned from the 2015 PISA study. Large-scale Assessments in Education 10:1.
Crossref
Crossref
Eda AKDOĞDU YILDIZ, Mehmet Can DEMİR & Selahattin GELBAL. (2022) Fen Okuryazarlığını Etkileyen Faktörlerin Tek ve Çok Düzeyli Yapısal Eşitlik Modeli ile İncelenmesi: PISA 2015 Örneği. Cukurova University Faculty of Education Journal 51:2, pages 795-824.
Crossref
Crossref
Felicity I. McLure, Barry J. Fraser & Rekha B. Koul. (2022) Structural relationships between classroom emotional climate, teacher–student interpersonal relationships and students’ attitudes to STEM. Social Psychology of Education 25:2-3, pages 625-648.
Crossref
Crossref
Eckhard Klieme & Trude Nilsen. 2022. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education
1089
1134
.
Eckhard Klieme & Trude Nilsen. 2020. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education
1
47
.
Neslıhan Tuğçe ÖZYETER & Fatma KIZILTOPRAK. (2021) The Change of Students’ Science Related Affective Characteristics over Years: The Comparison of PISA 2006-2015 AssessmentsTürkiye’deki Öğrencilerin Fenle İlişkili Duyuşsal Özelliklerindeki Eğilimin PISA 2006-2015 Uygulamalarındaki Ortak Maddelerle İncelenmesi. Kastamonu Eğitim Dergisi 29:5, pages 838-855.
Crossref
Crossref
Jennifer A. Freeman, Michael A. Gottfried & Jay Stratte Plasman. (2021) STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities. Educational Policy, pages 089590482110199.
Crossref
Crossref
Jay Stratte Plasman, Michael Gottfried & Darryl Williams. (2020) Following in their Footsteps: the Relationship Between Parent STEM Occupation and Student STEM Coursetaking in High School. Journal for STEM Education Research 4:1, pages 27-46.
Crossref
Crossref
Jay Plasman, Michael Gottfried, Darryl Williams, Mary Ippolito & Ann Owens. (2020) Parents’ Occupations and Students’ Success in STEM Fields: A Systematic Review and Narrative Synthesis. Adolescent Research Review 6:1, pages 33-44.
Crossref
Crossref
Jennifer DeWitt & Karen Bultitude. (2018) Space Science: the View from European School Students. Research in Science Education 50:5, pages 1943-1959.
Crossref
Crossref
JohnPaul Kennedy, Frances Quinn & Terry Lyons. (2018) The Keys to STEM: Australian Year 7 Students’ Attitudes and Intentions Towards Science, Mathematics and Technology Courses. Research in Science Education 50:5, pages 1805-1832.
Crossref
Crossref
Yong Zhao. (2020) Two decades of havoc: A synthesis of criticism against PISA. Journal of Educational Change 21:2, pages 245-266.
Crossref
Crossref
H. Beyza CANBAZOĞLU & Songül TÜMKAYA. (2020) Evaluation of Elementary School Fourth Grade Students' Science, Technology, Engineering, Mathematics (STEM) Attitudes in Terms of Various Variables. Turkish Journal of Computer and Mathematics Education (TURCOMAT).
Crossref
Crossref
Steven Martin Turnbull, Kirsten Locke, Frédérique Vanholsbeeck & Dion R. J. O’Neale. (2019) Bourdieu, networks, and movements: Using the concepts of habitus, field and capital to understand a network analysis of gender differences in undergraduate physics. PLOS ONE 14:9, pages e0222357.
Crossref
Crossref
Svein Sjöberg. (2019) The PISA-syndrome - How the OECD has hijacked the way we perceive pupils, schools and education. Confero: Essays on Education, Philosophy and Politics 7:1, pages 34-88.
Crossref
Crossref
Svein Sjøberg. 2019. Handbuch Educational Governance Theorien. Handbuch Educational Governance Theorien
653
690
.
Albert Zeyer. (2018) Gender, complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects. Journal of Research in Science Teaching 55:2, pages 147-171.
Crossref
Crossref
Mijung Kim, Hye-Gyoung Yoon & Mee-Kyeong Lee. 2018. Primary Science Education in East Asia. Primary Science Education in East Asia
129
156
.
Fredrik Jensen & Marit Kjærnsli. 2016. Stø kurs. Stø kurs
72
93
.
Jaan Mikk, Heiki Krips, Ülle Säälik & Karmen Kalk. (2015) Relationships Between Student Perception of Teacher-Student Relations and PISA Results in Mathematics and Science. International Journal of Science and Mathematics Education 14:8, pages 1437-1454.
Crossref
Crossref
Remy Dou, Eric Brewe, Justyna P. Zwolak, Geoff Potvin, Eric A. Williams & Laird H. Kramer. (2016) Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens. Physical Review Physics Education Research 12:2.
Crossref
Crossref
Sufen Chen, Chih-Chi Huang & Te-Lien Chou. (2015) The Effect of Metacognitive Scaffolds on Low Achievers’ Laboratory Learning. International Journal of Science and Mathematics Education 14:2, pages 281-296.
Crossref
Crossref
Emily M. Grossnickle. (2014) Disentangling Curiosity: Dimensionality, Definitions, and Distinctions from Interest in Educational Contexts. Educational Psychology Review 28:1, pages 23-60.
Crossref
Crossref
Katharina Müller, Manfred Prenzel, Tina Seidel, Anja Schiepe-Tiska & Marit Kjærnsli. 2016. Assessing Contexts of Learning. Assessing Contexts of Learning
423
446
.
Anja Schiepe-Tiska, Nina Roczen, Katharina Müller, Manfred Prenzel & Jonathan Osborne. 2016. Assessing Contexts of Learning. Assessing Contexts of Learning
301
329
.
Allison Mann, Joscha Legewie & Thomas A. DiPrete. (2015) The role of school performance in narrowing gender gaps in the formation of STEM aspirations: a cross-national study. Frontiers in Psychology 6.
Crossref
Crossref
Seong Won Han. (2015) Curriculum standardization, stratification, and students’ STEM-related occupational expectations: Evidence from PISA 2006. International Journal of Educational Research 72, pages 103-115.
Crossref
Crossref
Maria Vetleseter Bøe & Ellen Karoline Henriksen. 2015. Understanding Student Participation and Choice in Science and Technology Education. Understanding Student Participation and Choice in Science and Technology Education
17
29
.
ANNA UITTO. (2014) INTEREST, ATTITUDES AND SELF-EFFICACY BELIEFS EXPLAINING UPPER-SECONDARY SCHOOL STUDENTS’ ORIENTATION TOWARDS BIOLOGY-RELATED CAREERS. International Journal of Science and Mathematics Education 12:6, pages 1425-1444.
Crossref
Crossref
Joanna Sikora. (2014) Gender Gap in School Science: Are Single-Sex Schools Important?. Sex Roles 70:9-10, pages 400-415.
Crossref
Crossref
Albert Zeyer, Ayla Çetin-Dindar, Ahmad Nurulazam Md Zain, Mojca Juriševič, Iztok Devetak & Freia Odermatt. (2013) Systemizing: A cross-cultural constant for motivation to learn science. Journal of Research in Science Teaching 50:9, pages 1047-1067.
Crossref
Crossref
MARIA VETLESETER BØE & ELLEN KAROLINE HENRIKSEN. (2013) Love It or Leave It: Norwegian Students’ Motivations and Expectations for Postcompulsory Physics. Science Education 97:4, pages 550-573.
Crossref
Crossref
Eun-Jung Park & Kyunghee Choi. (2012) ANALYSIS OF STUDENT UNDERSTANDING OF SCIENCE CONCEPTS INCLUDING MATHEMATICAL REPRESENTATIONS: pH VALUES AND THE RELATIVE DIFFERENCES OF pH VALUES. International Journal of Science and Mathematics Education 11:3, pages 683-706.
Crossref
Crossref
Marit Kjærnsli & Svein Lie. (2013) Norske jenters og gutters framtidsplaner om realfagrelaterte yrker sett i et internasjonalt perspektiv. Norsk pedagogisk tidsskrift 96:6, pages 491-504.
Crossref
Crossref
Peter J. Fensham. 2013. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy. Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy
11
31
.
Virginie Dupont, Christian Monseur, Dominique Lafontaine & Annick Fagnant. (2012) L’impact de la motivation et des émotions sur les aspirations professionnelles des jeunes de 15 ansThe impact of motivation and emotions on the professional aspirations of 15-year-old youths. Revue française de pédagogie:181, pages 55-70.
Crossref
Crossref
Svein Sjøberg. (2012) PISA : politique, problèmes fondamentaux et résultats paradoxauxPISA: politics, fundamental problems and intriguing results. Recherches en éducation:14.
Crossref
Crossref
Joanna Sikora & Artur Pokropek. (2012) Gender segregation of adolescent science career plans in 50 countries. Science Education 96:2, pages 234-264.
Crossref
Crossref