Gender differences in science attitude‐achievement relationships over time among white middle‐school students

By Nancy Mattern, C. Schau. 2002

147 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, General Agricultural and Biological Sciences, Management, Monitoring, Policy and Law

View Paper: https://www.semanticscholar.org/paper/2e1cf90ad5eadb40446cd4b2150624406a251b4f

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Vasilia Christidou
2. Stephen Gorard
3. Stefan Krumm
4. F. Preckel
5. Anastasiya A. Lipnevich
6. B. See
7. P. Davies

In General Agricultural and Biological Sciences

1. Vasilia Christidou
2. Stephen Gorard
3. Marcelle A. Siegel
4. Anastasiya A. Lipnevich
5. B. See
6. P. Davies

In Management, Monitoring, Policy and Law

1. Vasilia Christidou
2. Michael Andrew Ranney
3. Stephen Gorard
4. B. See
5. P. Davies

Citations in the corpus

• The impact of attitudes and aspirations on educational attainment and participation (2012, methodology): “Mattern and Schau (2002), on the other hand, used a six-item inventory, including a utility component (the relevance or value of the subject), enjoyment and competence in the subject.”
• Developing the changes in attitude about the relevance of science (CARS) questionnaire and assessing two high school science classes (2003, background): “Several researchers have also demonstrated gender differences regarding these factors (Kahle & Lakes, 1983; Mattern & Schau, 2002; Neathery, 1997; Weinburgh, 2000).”
• Greek Students’ Science‐related Interests and Experiences: Gender differences and correlations (2006, background): “However, if gender is taken into account, there are significant differences regarding interest and intention to engage in science activities and careers (Joyce & Farenga, 1999; Mattern & Schau, 2002; Morgan, Isaac, & Sansone, 2001; Neathery, 1997; Sjøberg, 2002).”
• Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality (2016, background): “Structural models further suggest a reciprocal relationship (Ma & Xu, 2004), and allude to the causal pathway between math attitudes and achievement (Ma & Kishor, 1997; Mattern & Schau, 2002), wherein negative mathematics attitudes lead to lower performance.”
• The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds (2013, unknown): “According to Mattern and Schau (2002), a positive attitude toward science classes is directly proportional to success. According to Osborne, Simon, and Collins (2003), there has been a drop in the attitudes of students who are over 11 years old toward science and science classes in the last 20 years”