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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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The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach

Child development, 2018-07, Vol.89 (4), p.1405-1422

2018

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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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Profiles of Motivational Beliefs in Math: Exploring Their Development, Relations to Student-Perceived Classroom Characteristics, and Impact on Future Career Aspirations and Choices

Journal of educational psychology, 2020-01, Vol.112 (1), p.70-92

2020

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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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Fostering Adolescents' Value Beliefs for Mathematics With a Relevance Intervention in the Classroom

Developmental psychology, 2015-09, Vol.51 (9), p.1226-1240

2015

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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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Relevance Interventions in the Classroom: A Means to Promote Students’ Homework Motivation and Behavior

AERA open, 2021, Vol.7 (1), p.233285842110520

2021

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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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Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

Developmental psychology, 2021-11, Vol.57 (11), p.1893-1909

2021

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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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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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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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Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains

AERA open, 2016-04, Vol.2 (2), p.233285841664916

2016

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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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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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Robin Hood Effects on Motivation in Math: Family Interest Moderates the Effects of Relevance Interventions

Developmental psychology, 2017-08, Vol.53 (8), p.1522-1539

2017

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

The Role of Family Characteristics for Students' Academic Outcomes: A Person-Centered Approach

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

Profiles of Motivational Beliefs in Math: Exploring Their Development, Relations to Student-Perceived Classroom Characteristics, and Impact on Future Career Aspirations and Choices

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

Fostering Adolescents' Value Beliefs for Mathematics With a Relevance Intervention in the Classroom

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

Relevance Interventions in the Classroom: A Means to Promote Students’ Homework Motivation and Behavior

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

Motivational Profiles Across Domains and Academic Choices Within Eccles et al.'s Situated Expectancy-Value Theoretical Framework

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

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

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

Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains

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

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

Robin Hood Effects on Motivation in Math: Family Interest Moderates the Effects of Relevance Interventions

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

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