Gender Differences in the Effects of a Utility-Value Intervention to Help Parents Motivate Adolescents in Mathematics and Science.

By Christopher S. Rozek, Janet S. Hyde, R. Svoboda, Chris S. Hulleman, Judith M. Harackiewicz. 2015

133 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1355f03041a60adac814ef8686a03c34eb8cc22c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Chris S. Hulleman
2. E. Rosenzweig
3. Allan Wigfield
4. K. Barron
5. Jeff J. Kosovich
6. Hanna Eklöf
7. Jianzhong Xu
8. H. Watt

In Experimental and Cognitive Psychology

1. Chris S. Hulleman
2. Allan Wigfield
3. E. Rosenzweig
4. Jeff J. Kosovich
5. K. Barron
6. David B. Daniel
7. Judith M. Harackiewicz
8. Jacquelynne S. Eccles

In Social Psychology

1. Chris S. Hulleman
2. Allan Wigfield
3. E. Rosenzweig
4. Jeff J. Kosovich
5. K. Barron
6. David B. Daniel
7. Judith M. Harackiewicz
8. Jacquelynne S. Eccles

Citations in the corpus

• Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, background): “Other interventions designed to promote perceptions of utility value for math and science found that the intervention differed depending upon students’ gender and school performance (Rozek et al., 2015).”
• STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “…it did in six of the studies (Falco, Summers, & Bauman, 2010; Gaspard et al., 2015; Harackiewicz, Rozek, Hulleman, & Hyde, 2012, as reported by Rozek et al., 2015; Isiksal & Askar, 2005; Martinez, 1992; Plant, Baylor, Doerr, & Rosenberg-Kima, 2009) but not the other seven (Harackiewicz et…”