Gender, motivation, and educational attainment.

Meece, Judith L.; Askew, Karyl

doi:10.1037/13274-006

Cited by 5 publications

(2 citation statements)

References 135 publications

(205 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In both sets of analyses, sex and interaction partner (i.e., family member or peer) were examined as potentially important moderator variables. The decision to focus on these particular variables is based on prior work demonstrating myriad sex differences in children's academic and social experiences (see McHale, Crouter, & Whiteman, 2003;Meece & Askew, 2012;Rose & Smith, 2009, for reviews) and on evidence that family support and peer support may be differentially related to children's school adjustment (Wang & Eccles, 2012;Wentzel, 1998).…”

Section: Overview Of the Research And Hypothesesmentioning

confidence: 99%

Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions

Altermatt

2014

The Journal of Experimental Education

View full text Add to dashboard Cite

This study examined the role that everyday academic successes and failures-and the interactions with family members and peers that follow these events-play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students' daily academic experiences and social interactions varied by both sex and interaction partner, and that students' daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students' interpersonal relationships and school adjustment are discussed.

show abstract

Section: Overview Of the Research And Hypothesesmentioning

confidence: 99%

Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions

Altermatt

2014

The Journal of Experimental Education

View full text Add to dashboard Cite

show abstract

“…These Thai students were thus similar to American students in their appreciation of encouragement from parents to pursue certain careers (Schultheiss et al, 2005;Turner & Lapan, 2002). The students were also aware of traditional gender-role distinctions in jobs, a finding that is consistent with evidence of gender distinctions in career development in Western populations of children (Meece & Askew, 2012;Roe, 1957;Roe, & Lunneborg, 1990).…”

Section: Grade: 12mentioning

confidence: 53%

A Cross-Sectional Study of Career Aspirations in Thai Children in an International School in Bangkok

McDevitt

Hess

Leesatayakun

et al. 2012

Journal of Career Development

View full text Add to dashboard Cite

This investigation employed exploratory methods to examine career aspirations in 141 students in Grades 4, 6, 8, 10, and 12 from an international school in Bangkok. Students specified the jobs that they were most likely to pursue as adults, rated the importance of potential influences in making career decisions, and drew a picture of themselves in their future occupations. Students aspired to a range of careers and viewed their own abilities and interests as being of primary importance in choosing a career track. Also important were advice from parents, gender issues, and factors related to globalization, including their proficiency with second languages, experiences with other cultures, and interests in traveling. Students' drawings revealed knowledge about desired job responsibilities. Developmental differences were present in several features of the data, including increasing attention to advanced technology and a progressively differentiated understanding of job duties.

show abstract

Motivational Factors for College Success: A Focus on First-Generation and Immigrant Students

2023

Lecture Notes in Networks and Systems

View full text Add to dashboard Cite

Gender, motivation, and educational attainment.

Cited by 5 publications

References 135 publications

Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions

Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions

A Cross-Sectional Study of Career Aspirations in Thai Children in an International School in Bangkok

Motivational Factors for College Success: A Focus on First-Generation and Immigrant Students

Contact Info

Product

Resources

About