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More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math

Journal of educational psychology, 2015-08, Vol.107 (3), p.663-677

2015

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Investigating engineering undergraduates' agentic and communal career values in writing responses

Journal of engineering education (Washington, D.C.), 2024-04, Vol.113 (2), p.308-329

2024

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Traditional Gender Role Beliefs and Career Attainment in STEM: A Gendered Story?

Frontiers in psychology, 2019-05, Vol.10, p.1053-1053

2019

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Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support

Learning and instruction, 2019-04, Vol.60, p.126-137

2019

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Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood

Hispanic journal of behavioral sciences, 2022-05, Vol.44 (2), p.123-148

2022

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Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes

AERA open, 2016-01, Vol.2 (1), p.233285841562688

2016

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What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice

AERA open, 2021, Vol.7 (1), p.233285842110207

2021

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Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects

Learning and instruction, 2015-10, Vol.39 (39), p.45-54

2015

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“Who’s Better at Math, Boys or Girls?”: Changes in Adolescents’ Math Gender Stereotypes and Their Motivational Beliefs from Early to Late Adolescence

Education sciences, 2023-09, Vol.13 (9), p.866

2023

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Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?

Learning and instruction, 2021-12, Vol.76, p.101521, Article 101521

2021

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Beyond Quantitative Decline: Conceptual Shifts in Adolescents' Development of Interest in Mathematics

Developmental psychology, 2012-07, Vol.48 (4), p.1069-1082

2012

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Social, Dimensional, and Temporal Comparisons by Students and Parents: An Investigation of the 2I/E Model at the Transition From Elementary to Junior High School

Journal of educational psychology, 2020-11, Vol.112 (8), p.1644-1660

2020

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Short intervention, sustained effects: Promoting students' math competence beliefs, effort, and achievement

American educational research journal, 2017-12, Vol.54 (6), p.1048-1078

2017

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Classroom transmission processes between teacher support, interest value and negative affect: An investigation guided by situated expectancy-value theory and control-value theory

Motivation and emotion, 2023-08, Vol.47 (4), p.575-594

2023

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Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation

Journal of school psychology, 2021-02, Vol.84, p.32-48

2021

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Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years

Sex roles, 2022-12, Vol.87 (11-12), p.603-619

2022

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Alle alles lehren - Schulleistungen in Englisch, Mathematik und den Naturwissenschaften vor und nach der Neuordnung der gymnasialen Oberstufe in Sachsen

Zeitschrift für Erziehungswissenschaft, 2014, Vol.17 (2), p.345-369

2014

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Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention

Zeitschrift für Erziehungswissenschaft, 2020-02, Vol.23 (1), p.121-144

2020

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Der Wert der Mathematik im Klassenzimmer - Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler

Zeitschrift für Erziehungswissenschaft, 2014, Vol.17 (2), p.225-255

2014

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"Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices": Correction

Journal of educational psychology, 2020-04, Vol.112 (3), p.465-465

2020

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What matters when? Social and dimensional comparisons in the context of university major choice

AERA open, 2021, Vol.7 (1), p.1-16

2021

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Addressing Adolescents’ Depressive Symptoms and Risky Behavior: The Role of Perceived Parents’ and Teachers’ Social Support

Journal of organizational psychology, 2020-11, Vol.20 (4), p.70-101

2020

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The Promotion and Development of Interest: The Importance of Perceived Values

The Science of Interest, p.189-208

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Schooling: Impact on Cognitive and Motivational Development

International Encyclopedia of the Social & Behavioral Sciences, 2015, Vol.21, p.119-124

Second Edition, 2015

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Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes

AERA open, 2016-01, Vol.2 (1), p.1-20

2016

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More Value Through Greater Differentiation: Gender Differences in Value Beliefs About Math

Investigating engineering undergraduates' agentic and communal career values in writing responses

Traditional Gender Role Beliefs and Career Attainment in STEM: A Gendered Story?

Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support

Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood

Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes

What Matters When? Social and Dimensional Comparisons in the Context of University Major Choice

Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects

“Who’s Better at Math, Boys or Girls?”: Changes in Adolescents’ Math Gender Stereotypes and Their Motivational Beliefs from Early to Late Adolescence

Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?

Beyond Quantitative Decline: Conceptual Shifts in Adolescents' Development of Interest in Mathematics

Social, Dimensional, and Temporal Comparisons by Students and Parents: An Investigation of the 2I/E Model at the Transition From Elementary to Junior High School

Short intervention, sustained effects: Promoting students' math competence beliefs, effort, and achievement

Classroom transmission processes between teacher support, interest value and negative affect: An investigation guided by situated expectancy-value theory and control-value theory

Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation

Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years

Alle alles lehren - Schulleistungen in Englisch, Mathematik und den Naturwissenschaften vor und nach der Neuordnung der gymnasialen Oberstufe in Sachsen

Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention

Der Wert der Mathematik im Klassenzimmer - Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler

"Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices": Correction

What matters when? Social and dimensional comparisons in the context of university major choice

Addressing Adolescents’ Depressive Symptoms and Risky Behavior: The Role of Perceived Parents’ and Teachers’ Social Support

The Promotion and Development of Interest: The Importance of Perceived Values

Schooling: Impact on Cognitive and Motivational Development

Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes

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