Trait beliefs that make women vulnerable to math disengagement

By M. Burkley, J. Parker, S. P. Stermer, Edward Burkley. 2010

48 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4d3555de685f1d610ee58a45847c2d3b9ea8209b

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. Ernest H. O’Boyle
2. Eli J. Finkel
3. J. Pollack
4. Eric M. VanEpps
5. J. Burnette

In Statistics and Probability

1. Ernest H. O’Boyle
2. J. Pollack
3. Eric M. VanEpps

Citations in the corpus

• Implicit STEM ability beliefs predict secondary school students' STEM self-efficacy beliefs and their intention to opt for a STEM field career (2018, unknown): “…or career (called STEM intention) has been suggested by other studies as well (Blackwell, Trzesniewski, & Dweck, 2007; Burkley, Parker, Stermer, & Burkley, 2010; Dweck, 2006, 2008; Murphy & Thomas, 2008; Nix, Perez-Felkner, & Thomas, 2015; van Aalderen-Smeets & Walma van der Molen, 2016; Wang &…”
• Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. (2013, background): “Indeed, in the Burkley et al. (2010) study, in which incremental beliefs seemed to bolster evaluations of goal importance, researchers told all participants that they had failed a math exam. In the Elliot and McGregor (2001) paper, in which incremental beliefs seemed to undermine evaluations of goal”