Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value

By Gabriel Nagy, Ulrich Trautwein, J. Baumert, Olaf Köller, Jessica L. Garrett. 2006

349 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/9360eb69a252a262db5c2a5da083f8417def3a6b

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In Experimental and Cognitive Psychology

In Social Psychology

In Sociology and Political Science

Citations in the corpus

Academic self-concept in science: Multidimensionality, relations to achievement measures, and gender differences☆ (2014, methodology): “Because there is mixed evidence on gender differences in self-concept means in biology (Nagy et al., 2006; Schilling et al., 2006), we conducted exploratory analyses.”
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “Boys have also reported higher mathematics self-efficacy and intrinsic motivation associated with mathematics compared with girls (e.g. Chen, 2003; Nagy et al., 2006).”
A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “Heterogeneous, but often nonsignificant, effects emerged when biology was considered in combination with mathematics and verbal subjects (Jansen et al., 2015, Marsh, Lüdtke, et al., 2015; Nagy et al., 2006).”
Returning to Graduate School: Expectations of Success, Values of the Degree, and Managing the Costs (2013, background): “The EVT lens has provided insight on gender-specific choices (Ceci & Williams, 2007; Frome, Alfeld, Eccles, & Barber, 2006; Battle & Wigfield, 2003), student course choices (Nagy et al., 2006), and student career choices (Frome et al., 2006; Matusovich et al., 2008).”
The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?. (2010, background): “Third, mathematics is one of the domains of self-concept that is most strongly associated with learning gains (Marsh, Trautwein, et al., 2005; Marsh & Yeung, 1998) and with achievement-related choices (Marsh & Yeung, 1997b; Nagy et al., 2006, 2008).”
Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study (2015, background): “In other words, gender differences in achievementrelated behaviors are mediated by gender differences in motivational beliefs (Eccles, Barber, & Jozefowicz, 1999; Nagy et al., 2006, 2008; Simpkins, Davis-Kean, & Eccles, 2006).”
Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains (2018, background): “We expected to find similar patterns for intrinsic value, for which previous empirical evidence of dimensional comparison effects exists (Nagy et al., 2006), and for”