Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track
Author:
Funder
National Science Foundation
Publisher
American Physical Society (APS)
Subject
General Physics and Astronomy,Education
Link
http://harvest.aps.org/v2/journals/articles/10.1103/PhysRevPhysEducRes.18.020111/fulltext
Reference102 articles.
1. Prior preparation and motivational characteristics mediate relations between gender and learning outcomes in introductory physics
2. Female students with A’s have similar physics self-efficacy as male students with C’s in introductory courses: A cause for alarm?
3. The stereotyped task engagement process: The role of interest and achievement motivation.
4. Understanding Women's Educational And Occupational Choices: Applying the Eccles et al. Model of Achievement-Related Choices
5. Gender and the Career Choice Process: The Role of Biased Self‐Assessments
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