The Emergence of Gender Differences in Children's Perceptions of Their Academic Competence.

By J. Herbert, D. Stipek. 2005

310 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8e79c00ec96f43633e997b8886e0fb031b2f903a

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

STEM Learning through Engineering Design: Impact on Middle Secondary Students’ Interest towards STEM (2016, background): “Students with more confidence in STEM subject are more likely to pursue careers in math and science (Herbert & Stipek, 2005).”
Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology (2013, background): “Recent longitudinal research has shown that parents generally support the cultural stereotype that mathematics is more natural for boys than for girls (Eccles, Freedman-Doan, Frome, Jacobs, & Yoon, 2000; Furnham, Reeves, & Budhani, 2002; Herbert & Stipek, 2005; Li, 1999).”
Problem Solving And Creativity And Design: What Influence Do They Have On Girls' Interest In STEM Subject Areas? (2013, background): “Past research has indicated that girls’ interest in STEM subject areas declines as girls get older (AAUW, 1998; Brotman & Moore, 2008; Catsambis, 1995; Fennema, 2000; Hebert & Stipek, 2005).”
The Roles of Competence Beliefs and Goal Orientations for Change in Intrinsic Motivation. (2012, background): “This kind of competence belief is frequently investigated under the label of ability selfconcept or self-perceived abilities (e.g., Harter, 1982; Herbert & Stipek, 2005; Wigfield et al., 1997).”
Awareness of a gender stereotype, personal beliefs and self-perceptions regarding math ability: when boys do not surpass girls (2007, background): “Thirdly, gender differences in children’s perceptions of their academic competence emerge earlier than, or independently of, real performance differences ( Herbert and Stipek 2005 ) and several researchers have suggested that people’s stereotypic perceptions are exaggerations, overestimations, or co”
Girls and Women in Science, Technology, Engineering, and Mathematics (2014, background): “American children as young as 6 to 7 absorb these stereotypes, and by age 10, girls like math less than reading (Herbert & Stipek, 2005); however, performance differences emerge later in adolescence (Hyde, Fennema, & Lamon, 1990).”
Noncognitive Skills in the Classroom: New Perspectives on Educational Research (2010, background): “Herbert and Stipek (2005), in a sample of 345 elementary school students, found that student achievement (measured with standardized test scores) was strongly predictive of children’s judgments of their literacy skills.”
Leaving Boys Behind (2015, background): “31 This follows an emerging consensus in the psychology literature that students form reliable perceptions of their academic competency around ﬁ fth grade (Herbert and Stipek 2005) and already can form some expectations about going to college.”
Gender Biases in Early Number Exposure to Preschool-Aged Children (2011, background): “By the spring of kindergarten, for example, boys have a greater willingness to learn math concepts (Byrnes & Wasik, 2009), and by at least third grade, boys rate their own competence higher than girls do, even in the absence of differences in math achievement (Herbert & Stipek, 2005).”
Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore (2015, background): “It is well established using explicit measures that, during elementary school, girls rate themselves lower than boys in mathematics (Herbert & Stipek, 2005), but not in reading or writing (Pajares, Miller, & Johnson, 1999).”