Classroom environment, achievement goals and maths performance: gender differences

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Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “…beliefs of ability (Correll, 2001), influences on intentions to study mathematics (Crombie et al., 2005), and perceptions of classroom environments (Gherasim et al., 2013), and the results presented from this study, it is important for these to be recognised at least at the level of classroom…”
The Role of Life Satisfaction in Predicting Student Engagement and Achievement (2015, background): “Furthermore, numerous studies demonstrate gender differences in academic experiences, including achievement, academic self-efficacy, student engagement, perceived teacher support, and influence of teacher expectations (Gherasim et al. 2013; Huang 2013; Lewis et al. 2011; McKown and Weinstein 2002; V”
Gender differences in boys’ and girls’ perception of teaching and learning mathematics (2016, background): “Earlier research (cf. Gherasim et al., 2013) has shown the importance of knowing the goals of an activity for being successful.”