Do Growth Mindsets in Math Benefit Females? Identifying Pathways between Gender, Mindset, and Motivation-Reference-Cited by-同舟云学术

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Do Growth Mindsets in Math Benefit Females? Identifying Pathways between Gender, Mindset, and Motivation

Published:2017-09-09 Issue:5 Volume:47 Page:976-990
ISSN:0047-2891
Container-title:Journal of Youth and Adolescence
language:en
Short-container-title:J Youth Adolescence

Author:

Degol Jessica L.,Wang Ming-Te,Zhang Ya,Allerton Julie

Funder

National Science Foundation

Publisher

Springer Science and Business Media LLC

Subject

Social Sciences (miscellaneous),Developmental and Educational Psychology,Education,Social Psychology

Link

http://link.springer.com/article/10.1007/s10964-017-0739-8/fulltext.html

Reference76 articles.

1. Anderman, E. M., Eccles, J. S., Yoon, K. S., Roeser, R., Wigfield, A., & Blumenfeld, P. (2001). Learning to value mathematics and reading: Relations to mastery and performance-oriented instructional practices. Contemporary Educational Psychology, 26, 76–95.

2. Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125.

3. Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87–99.

4. Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182.

5. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263.

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