Students' Gender Stereotypes about Running in Schools

References

• Alfieri, T., Ruble, D. N., & Higgins, E. T. (1996). Gender stereotypes during adolescence: Developmental changes and the transition to junior high school. Developmental Psychology, 32, 1129–37.
   Web of Science ®Google Scholar
• Bachman, L. F. (2004). Statistical analyses for language assessment (pp. 74). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Belcher, D., Lee, A. M., Solmon, A. M., & Harrison, L. (2003). The influence of gender-related beliefs and conceptions of ability on learning the hockey wrist shot. Research Quarterly for Exercise and Sport, 74, 183–192. doi:10.1080/02701367.2003.10609080
   PubMed Web of Science ®Google Scholar
• Bentler, P. M. (2007). On tests and indices for evaluating structural models. Personality and Individual Differences, 42, 825–9.
   Web of Science ®Google Scholar
• Biernat, M. (1991). Gender stereotypes and the relationship between masculinity and femininity: A developmental analysis. Journal of Personality and Social Psychology, 61, 351–365.
   PubMed Web of Science ®Google Scholar
• Boiché, J., Chalabaev, A., & Sarrazin, P. (2014). Evolution of gender sport stereotypes during adolescence: A 3-wave longitudinal study. Psychology of Sport and Exercise, 15, 212–5. doi:10.1016/j.psychsport.2013.11.003
   Web of Science ®Google Scholar
• Bulmer, M. G. (1979). Principles of statistics (pp. 45–67), Mineola, NY: Courier Dover Publications.
   Google Scholar
• Chalabaev, A., Sarrazin, P., & Fontayne, P. (2009). Stereotype endorsement and perceived ability as mediators of the girls' gender orientation-soccer performance relationship. Psychology of Sport and Exercise, 10, 297–9. doi:10.1016/j.psychsport.2008.08.002
   Web of Science ®Google Scholar
• Chalabaev, A., Sarrazin, P., & Fontayne, P., Boiche, J., & Clement-Guillotin, C. (2013). The influence of sex stereotypes and gender roles on participation and performance in sport and exercise: Review and future directions. Psychology of Sport and Exercise, 14, 136–144. doi:10.1016/j.psychsport.2012.10.005
   Web of Science ®Google Scholar
• Chen, S. L., & Chen, A. (2012). Ninth graders' energy balance knowledge and physical activity behavior: An expectancy-value perspective. Journal of Teaching in Physical Education, 31, 293–310.
   Web of Science ®Google Scholar
• Constantinou, P., Manson, M., & Silverman, S. (2009). Female students' perceptions about gender-role stereotypes and their influence on attitude toward physical education. The Physical Educator, 66(2), 85–96.
   Google Scholar
• Csizma, K. A., Wittig, A. F., & Schurr, K. T. (1988). Sport stereotypes and gender. Journal of Sport & Exercise Psychology, 10, 62–74.
   Web of Science ®Google Scholar
• DeBacker, T. K., & Nelson, R. M. (1999). Variations on an expectancy-value model of motivation in science. Contemporary Educational Psychology, 24, 71–94.
   PubMed Web of Science ®Google Scholar
• Del Boca, F. K., & Ashmore, R. D. (1980). Sex role stereotypes through the life cycle. In L. Wheeler (Ed.), Review of personality and social psychology (Vol. 1, pp. 163–192). Beverly Hills, CA: Sage.
   Google Scholar
• Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman.
   Google Scholar
• Eisinga, R., Grotenhuis, M., & Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach or Spearman-Brown? International Journal of Public Health, 58, 637–642. doi:10.1007/s00038-012-0416-3
   PubMed Web of Science ®Google Scholar
• Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 8, 430–457.
   Web of Science ®Google Scholar
• Gao, Z., Lee, A. M., & Harrison, L. (2008). Understanding students' motivation in sport and physical education: From the expectancy-value model and self-efficacy theory perspectives. Quest, 60, 236–254.
   Web of Science ®Google Scholar
• Gao, Z., Zhang, P., & Podlog, L. (2014). Examining elementary school children's enjoyment of traditional tag games versus interactive dance games. Psychology, Health & Medicine, 19, 605-613. doi:10.1080/13548506.2013.845304.
   PubMed Web of Science ®Google Scholar
• Hannon, J., Soohoo, S., Reel, J., & Ratliffe, T. (2009). Gender stereotyping and the influence of race in sport among adolescents. Research Quarterly for Exercise and Sport, 80, 676–684. doi:10.1080/02701367.2009.10599608
   PubMed Web of Science ®Google Scholar
• Heitjan, D. F., & Basu, S. (1996). Distinguishing “Missing at random” and “Missing completely at random.” The American Statistician, 50(3), 207–213. doi:10.2307/2684656
   Web of Science ®Google Scholar
• Heyder, A., & Kessels, U. (2013). Is school feminine? Implicit gender stereotyping of school as a predictor of academic achievement. Sex Roles, 69, 605–617. doi:10.1007/s11199-013-0309-9
   Web of Science ®Google Scholar
• Hu, L.T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
   Web of Science ®Google Scholar
• Ignico, A. A. (1989). Development and verification of a gender-role stereotyping index for physical activities. Perceptual and Motor Skills, 68, 1067–75.
   Web of Science ®Google Scholar
• Ignico, A. A. (1990). Children's perceptions of the gender appropriateness of physical activities. Perceptual and Motor Skills, 71, 1275–81.
   Web of Science ®Google Scholar
• Jacobs, J. E., & Eccles, J. S. (1992). The impact of mothers' gender-role stereotypic beliefs on mothers' and children's ability perceptions. Journal of Personality and Social Psychology, 63, 932–944.
   PubMed Web of Science ®Google Scholar
• Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527.
   PubMed Web of Science ®Google Scholar
• Kurtz-Costes, B., Rowley, S. J., Harris-Britt, A., & Woods, T. A. (2008). Gender stereotypes about mathematics and science and self-perceptions of ability in late childhood and early adolescence. Merrill-Palmer Quarterly, 54, 386–409.
   Web of Science ®Google Scholar
• Lee, A. M. (2002). Promoting quality school physical education: Exploring the root of the problem. Research Quarterly for Exercise and Sport, 73, 118–124. doi:10.1080/02701367.2002.10609000
   PubMed Web of Science ®Google Scholar
• Lee, A. M., Fredenburg, K., Belcher, D., & Cleveland, N. (1999). Gender differences in children's conceptions of competence and motivation in physical education. Sport, Education and Society, 4(2), 161–174. doi:10.1080/1357332990040204
   Web of Science ®Google Scholar
• Lee, A. M., Nelson, K., & Nelson, J. K. (1988). Success estimations and performance in children as influenced by age, gender, and task. Sex Roles, 18, 719–726.
   Web of Science ®Google Scholar
• Lirgg, C., George, T. R., Chase, M. A., & Ferguson, R. H. (1996). Impact of conception of ability and sex-type of task on male and female self-efficacy. Journal of Sport & Exercise Psychology, 18, 426–434.
   Web of Science ®Google Scholar
• Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202. doi:10.1080/01621459.1988.10478722
   Web of Science ®Google Scholar
• Martin, C. L., Wood, C. H., & Little, J. K. (1990). The development of gender stereotype components. Child Development, 61, 1891–1904. doi:10.1111/1467-8624.ep9103040648
   PubMed Web of Science ®Google Scholar
• McDonald, R. P., & Ho, M. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64–82.
   PubMed Web of Science ®Google Scholar
• Mead, B., & Ignico, A. A. (1992). Children's gender-typed perceptions of physical activity: Consequences and implications. Perceptual and Motor Skills, 75, 1035–42.
   PubMed Web of Science ®Google Scholar
• Pellett, T. L. (1994). Children's stereotypical perceptions of physical activities: A K-12 analysis. Perceptual and Motor Skills, 79, 1128–30.
   PubMed Web of Science ®Google Scholar
• Pellett, T. L., & Harrison, J. M. (1992). Children's perceptions of the gender appropriateness of physical activities: A further analysis. Play and Culture, 5, 305–313.
   Google Scholar
• Sallis, J. F., Prochaska, J. J., & Taylor, W. C. (2000). A review of correlates of physical activity of children and adolescents. Medicine & Science in Sports & Exercise, 32, 963–975.
   PubMed Web of Science ®Google Scholar
• Sanguinetti, C., Lee, A. M., & Nelson, J. K. (1985). Reliability estimates and age and gender comparisons of expectation of success in sex-typed activities. Journal of Sport Psychology, 7, 379–388.
   Google Scholar
• Schmader, T., Johns, M., & Marquissau, M. (2004). The costs of accepting gender differences: The role of stereotype endorsement in women's experience in the math domain. Sex Roles, 50, 835–850. doi:10.1023/B:SERS.0000029101.74557.a0.
   Web of Science ®Google Scholar
• Schmalz, D. L., & Davision, K. K. (2006). Differences in physical self-concept among pre-adolescents who participate in gender-typed and cross-gendered sports. Journal of Sport Behavior, 29, 335–352.
   Google Scholar
• Schmalz, D. L., & Kerstetter, D. L. (2006). Girlie girls and manly men: Children's stigma consciousness of gender in sports and physical activity. Journal of Leisure Research, 38, 536–557.
   Web of Science ®Google Scholar
• Solmon, M. A., Lee, A. M., Belcher, D., Harrison, L., & Wells, L. (2003). Beliefs about gender appropriateness, ability, and competence in physical activity. Journal of Teaching in Physical Education, 22, 261–279.
   Web of Science ®Google Scholar
• U.S. Department of Health and Human Services. (2001). The Surgeon General's call to action to prevent and decrease overweight and obesity. Retrieved March 19, 2014 from http://www.surgeongeneral.gov/library/calls/
   Google Scholar
• Xiang, P., Liu, Y. L., McBride, R. E., & Bruene, A. (2011). Longitudinal goal patterns and their effects on students' motivation in running programs. The Journal of Experimental Education, 79, 295–317. doi:10.1080/00220973.2010.486809
   Web of Science ®Google Scholar
• Xiang, P., McBride, R. E., & Bruene, A. (2003). Relations of parents' beliefs to children's motivation in an elementary physical education running program. Journal of Teaching in Physical Education, 22, 410–425.
   Web of Science ®Google Scholar
• Xiang, P., McBride, R. E., & Bruene, A. (2006). Fourth-grade students' motivational changes in an elementary physical education running program. Research Quarterly for Exercise and Sport, 77, 195–207. doi:10.1080/02701367.2006.10599354
   PubMed Web of Science ®Google Scholar
• Xiang, P., McBride, R. E., & Guan, J. (2003). Children's motivation in elementary physical education: A longitudinal study. Research quarterly for Exercise and Sport, 75, 71–80. doi:10.1080/02701367.2004.10609135
   Web of Science ®Google Scholar
• Xiang, P., McBride, R. E., Guan, J., & Solmon, M. A. (2003). Children's motivation in elementary physical education: An expectancy-value model of achievement choice. Research Quarterly for Sport and Exercise, 74, 25–35. doi:10.1080/02701367.2003.10609061.
   PubMed Web of Science ®Google Scholar