Gendered high school course selection as a precursor of gendered careers : The mediating role of self-concept and intrinsic value

By Gabriel Nagy, Jessica L. Garrett, Ulrich Trautwein, Kai S. Cortina, J. Baumert, Jacquelynne S. Eccles. 2008

131 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/0d518d7dd3c3682c2838ef5ab0d3b4bbcb9fcb1d

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In Experimental and Cognitive Psychology

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Citations in the corpus

Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes (2014, result): “Similar findings have been found for within school selection of advanced courses (Nagy, Trautwein, Baumert, Köller, & Garrett, 2006; Nagy et al., 2008).”
Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study. (2012, unknown): “…effort and achievement in various school subjects (e.g., Eccles, Wigfield, Harold, & Blumenfeld, 1993; Trautwein & Lüdtke, 2007; Wigfield et al., 1997), academic choices (e.g., Nagy et al., 2008), sports (Wigfield et al., 1997), and homework (e.g., Trautwein, Lüdtke, Schnyder, & Niggli, 2006).”
Differential school contextual effects for math and English : integrating the big-fish-little-pond effect and the internal/external frame of reference (2013, methodology): “A growing body of research also indicates that academic self-concept is an important predictor of coursework selection and other educational choices made in school and beyond (Marsh, 1991, 2007; Nagy et al., 2008; Parker et al., in press).”
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017, background): “…suggested that the dimensional comparisons between achievements were likely to indirectly affect value beliefs via the mediating role of self-concept (e.g., Nagy et al., 2008), we further tested whether the effects of achievement on task value could be explained by the effects of self-concept.”
Handbook of Gender Research in Psychology (2010, background): “Results from a German study (Nagy et al., 2008) suggest that”
Trajectories of change in students’ self-concepts of ability and values in math and college major choice (2015, background): “Overall, we predict that higher levels of SCA, interest, and importance in math will be predictive of students’ choices of a math-intensive major (Larson et al., 2010; Nagy et al., 2008; Nagy et al., 2006; Watt, 2006).”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “The trend of decreased participation and gendered career development in STEM has already begun in secondary school, when particularly girls decide not to choose advanced mathematics and science courses (Eccles, Vida, & Barber, 2004; Nagy et al., 2008; Watt, 2005).”
Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, methodology): “Math high school coursework has been found to be closely linked to achievement, self-concept, and interests in the STEM fields (Nagy et al., 2008; Updegraff et al., 1996), all of which are central predictors of STEM career choices (Ma & Johnson, 2008; Nagy et al., 2008).”
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study (2015, methodology): “…relation of gender and SESwith educational outcomes (e.g., De la Fuente, Sander, & Putwain, 2013; Nagy, Trautwein, Baumert, Köller, & Garrett, 2006; Nagy et al., 2008; Parker et al., 2012), few studies have considered both expectancy andmultiple task values together and compared direct and…”
The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?. (2010, background): “…Lüdtke, Köller, & Baumert, 2005; Marsh & Yeung, 1997a), and self-concept repeatedly has been found to predict course choices in high school (Marsh & Yeung, 1997b; Nagy et al., 2008) and future career aspirations (Nagy, Trautwein, Köller, Baumert, & Garrett, 2006) over and above achievement.”