References

• Arbuckle, J. L. (2009). Amos 18 user’s guide. Statistical Package for the Social Sciences.
   Google Scholar
• Bandura, A. (1997). Self-Efficacy: The exercise of control. W.H. Freeman and Company.
   Google Scholar
• Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238
   PubMed Web of Science ®Google Scholar
• Bentler, P. M., & Dudgeon, P. (1996). Covariance structure analysis: Statistical practice, theory, and directions. Annual Review of Psychology, 47(1), 563–592. https://doi.org/10.1146/annurev.psych.47.1.563
   PubMed Web of Science ®Google Scholar
• Burnett, P. C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology: An International Journal of Experimental Educational Psychology, 22(1), 1–16. https://doi.org/10.1080/01443410120101215
   Google Scholar
• Burnett, P. C. (2003). The impact of teacher feedback on student self-talk and self-concept in reading and mathematics. The Journal of Classroom Interaction, 38(1), 11–16. https://www.jstor.org/stable/23874243
   Google Scholar
• Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers’ and students’ perspectives. Australian Journal of Educational & Developmental Psychology, 10, 145–154. https://eric.ed.gov/?id=EJ906941
   Google Scholar
• Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676–713. https://doi.org/10.1037/0033-295X.106.4.676
   PubMed Web of Science ®Google Scholar
• Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). Routledge.
   Google Scholar
• Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10(7), 1–9. https://doi.org/10.7275/jyj1-4868
   Google Scholar
• David, R., Paixão, M. P., & da Silva, J. T. (2015). Interesses e Competências Percebidas na Infância: Um Estudo com Crianças do Ensino Básico [Interests and perceived competencies in childhood: A study with elementary and middle school children]. Revista Brasileira de Orientação Profissional, 16(1), 49–58. https://www.redalyc.org/articulo.oa?id=203041069006
   Google Scholar
• Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Psychology Press.
   Google Scholar
• Epskamp, S. (2019). Package ‘semPlot’. https://cran.r-project.org/web/packages/semPlot/semPlot.pdf
   Google Scholar
• Faria, L. (2000). Developmental aspects of attributions and causal dimensions: Studies in the Portuguese context. Revista Iberoamericana de Diagnóstico y Evaluación Psicologica, 9(1), 23–39.
   Google Scholar
• Guo, W. (2021). Gender differences in teacher feedback and students’ self-regulated learning. Educational Studies, 1–21. https://doi.org/10.1080/03055698.2021.1943648
   Web of Science ®Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
   Web of Science ®Google Scholar
• Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Psychological Assessment Resources.
   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, 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Joët, G., Usher, E. L., & Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. Journal of Educational Psychology, 103(3), 649–663. https://doi.org/10.1037/a0024048
   Web of Science ®Google Scholar
• Laranjeira, M., & Teixeira, M. O. (2016). Perceção do feedback do professor e autoconceito vocacional [Teacher feedback perception and vocational self-concept]. Revista Brasileira de Orientação Profissional, 17(2), 211–223. https://doi.org/10.26707/1984-7270/2016v17n2p211
   Google Scholar
• Laranjeira, M., & Teixeira, M. O. (2018). Portuguese version of teacher feedback scale: A preliminary study. Paidéia (Ribeirão Preto), 28, e2802. https://doi.org/10.1590/1982-432728201802
   Google Scholar
• Lazarides, R., & Watt, H. M. G. (2015). Girls’ and boys’ perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions. Contemporary Educational Psychology, 41, 51–61. https://doi.org/10.1016/j.cedpsych.2014.11.005
   Web of Science ®Google Scholar
• Li, Q. (1999). Teachers’ beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63–76. https://doi.org/10.1080/0013188990410106
   Web of Science ®Google Scholar
• Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. https://doi.org/10.1037/0022-3514.75.1.33
   PubMed Web of Science ®Google Scholar
• Nicholls, J. G. (1979). Development of perception of own attainment and causal attribution for success and failure in reading. Journal of Educational Psychology, 71(1), 94–99. https://doi.org/10.1037/0022-0663.71.1.94
   PubMed Web of Science ®Google Scholar
• Nob, R. M. (2016). Development and validation of teacher attributional feedback scale. Psychological Studies, 61(3), 259–266. https://doi.org/10.1007/s12646-016-0365-7
   Google Scholar
• Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). Mcgraw-Hill.
   Google Scholar
• Pajares, F. (2005). Self-efficacy during childhood and adolescence. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339–367). Information Age Publishing.
   Google Scholar
• Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42, 104–120. https://www.jstor.org/stable/40171749
   Web of Science ®Google Scholar
• Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Merrill Prentice Hall.
   Google Scholar
• Plante, I., De la Sablonnière, R., Aronson, J. M., & Théorêt, M. (2013). Gender stereotype endorsement and achievement-related outcomes: The role of competence beliefs and task values. Contemporary Educational Psychology, 38(3), 225–235. https://doi.org/10.1016/j.cedpsych.2013.03.004
   Web of Science ®Google Scholar
• Retelsdorf, J., Schwartz, K., & Asbrock, F. (2015). “Michael can’t read!” Teachers’ gender stereotypes and boys’ reading self-concept. Journal of Educational Psychology, 107(1), 186–194. https://doi.org/10.1037/a0037107
   Web of Science ®Google Scholar
• Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
   Web of Science ®Google Scholar
• Schunk, D. H. (1983). Ability versus effort attributional feedback: Differential effects on self-efficacy and achievement. Journal of Educational Psychology, 75(6), 848–856. https://doi.org/10.1037/0022-0663.75.6.848
   Web of Science ®Google Scholar
• Schunk, D. H. (1984). Sequential attribution feedback and children’s achievement behaviors. Journal of Educational Psychology, 76(6), 1159–1169. https://doi.org/10.1037/0022-0663.76.6.1159
   Web of Science ®Google Scholar
• Schunk, D. H. (2003). Try Harder? Motivational effects of effort attributional feedback. ERIC Digest. https://files.eric.ed.gov/fulltext/ED479353.pdf
   Google Scholar
• Skipper, Y., & Douglas, K. M. (2012). Is no praise good praise? Effects of positive feedback on children’s responses to subsequent failures. British Journal of Educational Psychology, 82, 327–399. https://doi.org/10.1111/j.2044-8279.2011.02028.x
   PubMed Web of Science ®Google Scholar
• Tracey, T. J. G. (2002). Development of interests and competency beliefs: A 1-year longitudinal study of fifth- to eighth-grade students using the ICA-R and structural equation modeling. Journal of Counseling Psychology, 49(2), 148–163. https://doi.org/10.1037/0022-0167.49.2.148
   Web of Science ®Google Scholar
• Tracey, T. J. G., & Ward, C. C. (1998). The structure of children’s interests and competence perceptions. Journal of Counseling Psychology, 45(3), 290–303. https://doi.org/10.1037/0022-0167.45.3.290
   Web of Science ®Google Scholar
• Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology, 31(2), 125–141. https://doi.org/10.1016/j.cedpsych.2005.03.002
   Web of Science ®Google Scholar
• Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751–796. https://doi.org/10.3102/0034654308321456
   Web of Science ®Google Scholar
• Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57. Article 100912. https://doi.org/10.1016/j.dr.2020.100912
   PubMed Web of Science ®Google Scholar
• Weiner, B. (1985). An attributional theory of motivation and emotion. Psychological Review, 92(2), 548–573. https://doi.org/10.1037/0033-295X.92.4.548
   PubMed Web of Science ®Google Scholar
• Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10. Article 3087. https://doi.org/10.3389/fpsyg.2019.03087
   PubMed Web of Science ®Google Scholar