Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value

Nagy, Gabriel; Trautwein, Ulrich; Baumert, Jürgen; Köller, Olaf; Garrett, Jessica L.

doi:10.1080/13803610600765687

Cited by 271 publications

(248 citation statements)

References 19 publications

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“…In general, girls display much greater value and enjoyment in biology, chemistry, and life science than boys. Boys, on the other hand, show much greater value and interest in mathematics and physics than girls (Nagy, Trautwein, Baumert, Köller, & Garrett, 2006). This is also evidenced by the fact that female pupils, when given the choice between various MST-related subjects, prefer biology and chemistry to mathematics and physics.…”

Section: Subjective Task Valuementioning

confidence: 83%

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

Yazilitas¹,

Svensson

Vries³

et al. 2013

Educational Research and Evaluation

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This article presents an overview of the recent literature on gendered patterns of academic choice in mathematics, science, and technology. It distinguishes in this literature microlevel, macro-level, and institutional explanations. Micro-level explanations focus primarily on psychological constructs, that is, variables at the level of the individual students. Macro-level explanations focus primarily on socioeconomic conditions and cultural understandings of gender roles. Institutional explanations focus on design characteristics of (national) education systems. After a presentation of these perspectives and of recent research progress that has been made, the authors critically discuss the lacunae that still exist in explaining cross-national variety, and provide suggestions for designing future research in this field.Keywords: gender; education; academic choice; mathematics; science and technology Introduction Female participation in higher tertiary education has increased rapidly over the past decades.1 Currently, about 56% of all students in the European Union are women, and this figure is still rising (Eurostat, 2010). Yet, this increase in female student participation does not apply to all academic fields. In mathematics, science, and technology (MST), where women have always been underrepresented, their participation rate has actually decreased over the last years, from 41% at the end of the 1990s, to 38% in 2010 (Eurostat, 2010). The relative decline of women in MST is generally regarded as undesirable as it contrasts with European ambitions of achieving gender equality and a highly skilled, innovative society (European

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Section: Subjective Task Valuementioning

confidence: 83%

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

Yazilitas¹,

Svensson

Vries³

et al. 2013

Educational Research and Evaluation

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show abstract

“…The unifying conclusion is that women and racial minorities have lower selfconfidence in their ability than males or racial majorities (e.g. Moakler, Kim & Minsun, 2014;Morony, Kleitman, Lee & Stankov, 2012;London et al, 2012;Nagy, et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

Espinosa¹

2016

IJoTE

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“…The questionnaire was based on previous research (see Nagy, Trautwein, Baumert, Koller & Garrett, 2006;Pintrich & Schunk, 2002;Stephanou, 2008;. It consisted of four questions (e.g., "How well do you think you will do on Language this school year?…”

Section: Methodsmentioning

confidence: 99%

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

Στεφάνου

2012

IJPS

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This study examined (a) students' (n= 342, both genders, grades 5 and 6) attributions and emotions for their subjectively perceived school performance in language and mathematics as successful or unsuccessful, (b) the role of students' hope (pathways thinking, agency thinking) in the: perceived performance in the above school subjects as successful or unsuccessful, subsequent attributions and emotions, impact of attributions on emotions, and,in turn,interactive effect on performance expectations. The estimated as successful and unsuccessful school performance was predominately attributed to stable and unstable (external in language) factors, respectively. The students experienced intense positive and moderate negative emotions for the perceived successful and unsuccessful school performance, respectively. Hope (mainly, agency thinking) positively influenced the attributions (particularly, stability) and emotions (mainly, pathway thinking), and the impact of attributions on emotions, mainly in unsuccessful performance in mathematics. Hope, attributions and emotions had unique and complimentarily effect on performance expectations.

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Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value

Cited by 271 publications

References 19 publications

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology

Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

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