Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions

By Rebecca Lazarides, H. Watt. 2015

103 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4195109ffe05220541a5b5277d55428c8b2584e3

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms (2018, background): “Studies have only rarely tested these theoretical assumptions in the classroom context (Lazarides & Watt, 2015; Schiefele & Schaffner, 2015).”
Students’ Growth Mindsets, Goals, and Academic Outcomes in Mathematics (2017, background): “This reinforces the need for more research on sex differences in mathematics-specific domains, particularly as women are underrepresented in these areas and are less likely to report mathematics-related career intentions (e.g., Lazarides & Watt, 2014).”
Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education (2017, background): “In mathematics, a mastery classroom environment has been linked to students’ valuing of mathematics, whereas performance learning environments were unrelated (Lazarides & Watt, 2015).”
Movement-Based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program. (2017, background): “Teacher attitude towards mathematics is a key predictor of student attitudes towards mathematics (Lazarides & Watt, 2015).”
Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics (2017, background): “Moreover, we expected that gender would also indirectly influence interest via classroom environment, because reports suggest girls and boys perceive the same classroom differently, with girls more likely to report lower levels of a mastery environment than boys (Lazarides and Watt 2015).”
Motivation and coping with the stress of assessment: Gender differences in outcomes for university students (2017, background): “Studies have noted strong links between academic motivation and educational as well as vocational intentions (Lavigne et al., 2007; Lazarides & Watt, 2015; Wang, 2012), and that intentions are an important antecedent of future behavior (Ajzen, 2001), including career success (van Yperen, 2009).”