Predictors of Young Adolescents’ Math Grades and Course Enrollment Intentions: Gender Similarities and Differences

By G. Crombie, Nancy Sinclair, N. Silverthorn, Barbara M. Byrne, D. DuBois, Anne Trinneer. 2005

119 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/44373ecb29fb89e67c1f8f19525bc5dc31a5b342

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In Education

In Experimental and Cognitive Psychology

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Citations in the corpus

Student gender stereotypes: contrasting the perceived maleness and femaleness of mathematics and language (2009, background): “In addition, consistent gender differences in maths grades, with girls outperforming boys, have been observed in North America (e.g., Crombie et al., 2005; Kenney-Benson, Pomerantz, Ryan, & Patrick, 2006; Stevens, Wang, Olivarez, & Hamman, 2007) and in European countries (e.g., De Fruyt, Van…”
Use of Self-perspectives and their Sources to Predict the Mathematics Enrollment Intentions of Girls and Boys (2007, background): “For example, Crombie et al. (2005) found that eighth and ninth grade girls reported greater intentions to enroll in mathematics than eighth and ninth grade boys did.”
Trajectories of self-perceived math ability, utility value and interest across middle school as predictors of high school math performance (2017, background): “For example, students with low self-perceived ability in mathematics are less likely to do well on a mathematics assessment (Crombie et al., 2005; Meece, Wigfield, & Eccles, 1990; Updegraff, Eccles, Barber, & O’brien, 1996; Watt et al., 2012; Wigfield,1994).”
A Common Measurement System for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking (2014, background): “The affective student outcome of motivational resilience has been frequently linked to student achievement (Singh, Granville, & Dika, 2002; Hughes, Luo, Kwok, & Loyd, 2008), science and mathematics grades (Skinner et al., 2012; Crombie et al., 2005), general learning (Ryan & Deci, 2000; Wigfield et ”
Learning environment and students' mathematics attitude (2012, background): “Moreover, these variables are associated with mathematics avoidance, which affects long-term achievement and career aspirations in the mathematics domain (Crombie et al., 2005; Helmke, 1989; Reynolds & Walberg, 1992).”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, methodology): “Thus, in line with past research (Crombie et al. 2005; Steinmayr and Spinath 2009), our results suggest that, even when achievement goals predict grades and career intentions, expectancies have a stronger direct association with grades, and task-values are most directly associated with career…”
Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study (2008, background): “Although students who are identified as having high or low task value may not necessarily be high or low in all three aspects of task value, global measures of task values are often employed (Crombie et al., 2005).”
Gender stereotype endorsement and achievement-related outcomes: The role of competence beliefs and task values (2013, background): “In contrast with prior literature predicting a small but positive link between task values and school performance (Crombie et al., 2005; Eccles, 1994; Eccles & Wigfield, 2002), we repeatedly observed a negative relationship between task values and grades.”
Not Feeling Good in STEM: Effects of Stereotype Activation and Anticipated Affect on Women’s Career Aspirations (2017, background): “Self-efficacy in the subject of study is an important factor to take into account because it can be expected to greatly influence study choice (Crombie et al. 2005; Eccles 2005).”
The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college (2017, background): “Perceived self-efficacy in a given academic domain has been found to predict sustained effort, choice, and performance in that domain (Crombie et al., 2005).”
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “…attainment was found to influence mathematics subject-choices indirectly, mediated through the perceived utility of the subject; girls’ intentions were also directly influenced by their ability beliefs, while boys’ intentions were also directly influenced by prior attainment (Crombie et al., 2005).”
Boys’ and girls’ educational choices in secondary education. The role of gender ideology (2016, background): “Research shows that, in keeping with traditional gender norms, boys have more confidence in their math or science ability than girls (Correll 2004; Crombie et al. 2005; Sikora and Pokropek 2012), who often evaluate their competence in reading, language and social activities more positively (Chow…”
The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “It also appears to be a critical academic filter for students’ educational pathways (Chiu & Klassen, 2010; Crombie et al., 2005; Wang, 2006).”