Gender differences in school success: what are the roles of students’ intelligence, personality and motivation?

By Birgit Spinath, Christine Eckert, R. Steinmayr. 2014

155 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/64808b72f80b9a2c542adc2e5349fdf2f9bbaaa8

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. Heta Tuominen
2. Anna Tapola
3. Markku Niemivirta
4. Mari-Pauliina Vainikainen
5. Katariina Nuutila
6. K. Salmela‐Aro
7. Heta Tuominen-Soini
8. A. Efklides

In Social Psychology

1. Heta Tuominen
2. Anna Tapola
3. Markku Niemivirta
4. Mari-Pauliina Vainikainen
5. Katariina Nuutila
6. K. Salmela‐Aro
7. Heta Tuominen-Soini

Citations in the corpus

• Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics (2018, result): “Regarding motivation, our results mostly corroborated previous findings (Spinath et al., 2014): no differences were found in task interest and performance, yet boys reported higher success expectancy, which, in turn, mediated similar effects on intrinsic value and self-concept.”