Women, Motivation, and Achievement

By Janet S. Hyde, Kristen C. Kling. 2001

199 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/29a67ff2a9068fdda0937623c13b97cf29bc03c9

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

An Investigation of Factors Affecting Gender Differences in Standardized Math Performance: Results from U.S. and Hong Kong 15 Year Olds (2009, background): “At home, parents have higher expectations of math achievement for their sons than for their daughters (Hyde & Kling, 2001).”
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation (2012, unknown): “, [7, 9, 27, 45, 46]).”
Selection Test Anxiety: Exploring Tension and Fear of Failure Across the Sexes in Simulated Selection Scenarios (2005, result): “The finding that females in this age range have higher GPAs than males is consistent with past research (see Hyde & Kling, 2001 ).”
Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women (2011, background): “and Australia have shown, girls outperform boys on various verbal tasks and also have shown higher verbal self-concepts than boys ( Hyde and Kling 2001; Hyde and Linn 1988; Marsh 1989).”
Gender effects on entrepreneurial intention: a meta‐analytical structural equation model (2013, background): “Compared to men, women show lower self-confidence and more often underrate their skills and abilities (Hyde and Kling, 2001).”
The impact of teacher -student interaction on student motivation and achievement (2009, background): “Hyde and Kling (2001) in Women, Motivation, 33 and Achievement, concluded that stereotype threats could have three possible effects on achievement motivation: First, individuals can still be influenced by a negative stereotype even if they do not believe in or accept it.”
The detrimental effects of a suggestion of sexism in an instruction situation (2006, background): “…of sexism may constitute a “threat in the air” (Steele, 1997) or contribute to a “chilly climate” (Constantinople et al., 1988; Hall & Sandler, 1982; Hyde & Kling, 2001) that not only renders the instruction situation less comfortable for potential targets of the alleged sexism, but also…”
Understanding the Process of Stereotype Threat: A Review of Mediational Variables and New Performance Goal Directions (2004, background): “As such, stereotype threat might be thought of as the situational performance result of a stereotyped individual’s expectations for success/failure combined with the importance the individual places on doing well (cf. Hyde and Kling, 2001 ).”
The effect of the fit between secondary and university education on first‐year student achievement (2010, background): “They are more likely to graduate, show more study progress than their male fellow students and obtain better grades (Bruinsma 2004 ; Hyde and Kling 2001 ; Jansen 2004 ; Shah and Burke 1999 ).”
Gender differences in academic performance in a large public university in Turkey (2007, background): “Hyde and Kling (2001) state this to be the case irrespective of the measure of success used.”