Women’s Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations (English)
- New search for: Miller, David I
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In:
The journal of educational psychology
;
107
, 3
; 631-644
;
2014
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ISSN:
- Article (Journal) / Print
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Title:Women’s Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations
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Contributors:
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Published in:The journal of educational psychology ; 107, 3 ; 631-644
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Publisher:
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Place of publication:Washington, DC
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Publication date:2014
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ISSN:
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ZDBID:
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DOI:
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Type of media:Article (Journal)
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Type of material:Print
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Language:English
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Table of contents – Volume 107, Issue 3
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 631
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Women's representation in science predicts national gender-science stereotypes: evidence from 66 nationsDavid I Miller et al. | 2015
- 645
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Sex differences in mathematics and science achievement: A meta-analysis of National Assessment of Educational Progress assessmentsDavid Reilly et al. | 2015
- 663
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More Value Through Greater Differentiation: Gender Differences in Value Beliefs About MathGaspard, Hanna et al. | 2014
- 678
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The art of living together: Reducing stereotyping and prejudicial attitudes through the Arab-Jewish Class Exchange Program (CEP)Rony Berger et al. | 2015
- 689
-
The Worked Example Effect, the Generation Effect, and Element InteractivityChen, Ouhao et al. | 2015
- 705
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The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructionsJulian Roelle et al. | 2015
- 724
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The instructor's face in video instruction: evidence from two large-scale field studiesRené F Kizilcec et al. | 2015
- 740
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The social dimension of learning through argumentation: Effects of human presence and discourse styleAsterhan, Christa S. C et al. | 2015
- 756
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Do Children’s Executive Functions Account for Associations Between Early Autonomy-Supportive Parenting and Achievement Through High School?Bindman, Samantha W et al. | 2015
- 770
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The instructor’s face in video instruction: Evidence from two large-scale field studies”: Correction to Kizilcec, Bailenson, and Gomez (2015)| 2015
- 770
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The instructorâTMs face in video instruction: Evidence from two large-scale field studiesâ: Correction to Kizilcec, Bailenson, and Gomez (2015)| 2015
- 771
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Early Childhood Memory and Attention as Predictors of Academic Growth TrajectoriesStipek, Deborah et al. | 2014
- 789
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Nonlinear Gompertz curve models of achievement gaps in mathematics and readingClaire E Cameron et al. | 2015
- 805
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Teacher (Mis)Perceptions of Preschoolers’ Academic Skills: Predictors and Associations With Longitudinal OutcomesBaker, Courtney N et al. | 2014
- 821
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Longitudinal Investigation Into the Role of Perceived Social Support in Adolescents’ Academic Motivation and AchievementSong, Juyeon et al. | 2014
- 842
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Do Grades Shape Students’ School Engagement? The Psychological Consequences of Report Card Grades at the Beginning of Secondary SchoolPoorthuis, Astrid M. G et al. | 2014
- 855
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Self-Regulated Strategy Instruction in College Developmental WritingMacArthur, Charles A et al. | 2014
- 868
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Rapid automatized naming and reading performance: a meta-analysisSusana Araújo et al. | 2015
- 884
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Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th–10th GradesFoorman, Barbara R et al. | 2015
- 900
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Interleaved practice improves mathematics learningDoug Rohrer et al. | 2015
- 909
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Conceptual knowledge of fraction arithmeticRobert S Siegler et al. | 2015
- 918
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"Conceptual knowledge of fraction arithmetic": Correction to Siegler and Lortie-Forgues (2015)| 2015