Development of Mathematics Interest in Adolescence: Influences of Gender, Family, and School Context

By A. Frenzel, Thomas Goetz, Reinhard Pekrun, H. Watt. 2010

486 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/69e23a9a149d7550b1afc324f326b264992693ce

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Citations in the corpus

New Routes to Recruiting and Retaining Women in STEM: Policy Implications of a Communal Goal Congruity Perspective (2015, background): “Second, childhood and early adolescence are critical times for the formation and maintenance of stereotypes about who enacts science and mathematics, and what is involved in science and mathematics (Andre et al., 1999; Frenzel et al., 2010).”
Trajectories of change in students’ self-concepts of ability and values in math and college major choice (2015, background): “Finally, parental attitudes towards math and how they involve themselves with their children’s school experiences in math may also be an important predictor of change in students’ math SCA and values (Frenzel et al., 2010).”
Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics (2017, background): “As widely reported (e.g., Frenzel et al. 2010) we expected boys would exhibit higher interest levels and that gender would directly impact interest.”
Interest And Its Development (2012, methodology): “Frenzel et al. also predicted that ability grouping would impact interest development based on Marsh s (1987) findings from a study of the “Big Fish Little Pond Effect,” which suggests negative effects for smdents placed into high-achievement groups and positive effects of placement into low-achieve”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, unknown): “…variables, such as goals (Harackiewicz et al., 2008; Renninger, Bachrach, & Posey, 2008), self-efficacy (Nieswandt, 2007), self-regulation (Sansone, 2009; Sansone, Weir, Harpster, & Morgan, 1992; see Hidi & Ainley, 2008), and achievement value (Frenzel et al., 2010; see Wigfield & Cambria, 2010).”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “, 2010; Watt, 2004) and values (Fredricks & Eccles, 2002; Frenzel et al., 2010; Watt, 2004) remain lower than those of boys through adolescence.”
Mathematics Interest and Achievement: What Role Do Perceived Parent and Teacher Support Play? A Longitudinal Analysis (2013, background): “An unexpected result was that parents’ valuing of mathematics and science did not relate to either Time 1 or Time 2 mathematics interest, counter to previous research (e.g., Eccles & Jacobs, 1986; Frenzel et al., 2010).”
Teacher Enthusiasm: Reviewing and Redefining a Complex Construct (2015, background): “2011) and longitudinal designs (Frenzel et al. 2010), In sum, these studies unambiguously show positive relations to students’ level of interest and intrinsic motivation (Brigham et al.”