Gendered educational and occupational choices: Applying the Eccles et al. model of achievement-related choices

By Jacquelynne S. Eccles. 2011

380 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a3bfc2be004c3425fe624d9984de29c84088864f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Classroom environment, achievement goals and maths performance: gender differences (2013, background): “…for different types of activity; boys receive more opportunities to succeed in science, engineering, computing and maths, while girls have more learning opportunities in literacy, arts and to socially interact with their peers (Eccles 2011; Meece, Glienke, and Burg 2006; Wentzel et al. 2010).”
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “Widely used in studies on academic motivation, the situated expectancy-value theory posits that individuals are motivated to pursue a domain and perform better if they think the domain is valuable and if they expect it is within their ability to succeed in it (Eccles, 2011; Eccles & Wigfield, 2020).”
How gender differences in academic engagement relate to students’ gender identity (2014, background): “At the same time, young women seem to retreat from the domains in which they are relatively less successful (Eccles 2011).”
Understanding Career Aspirations Among Young Women (2016, methodology): “This study was grounded in the Expectancy-Value Model of Achievement Choice (Eccles, 1987; 2011; Eccles et al., 1983).”
Middle School Transition Stress: Links with Academic Performance, Motivation, and School Experiences (2015, background): “Gender consistently has emerged as an important variable to consider when assessing academic success and the school experience (Eccles 2011).”
Gender differences in boys’ and girls’ perception of teaching and learning mathematics (2016, background): “These results are consistent with earlier research that argues for the importance of a supportive group environment (Danielsen et al., 2010; Eccles, 2011; Eccles & Roeser, 2011).”
Computing Whether She Belongs: Stereotypes Undermine Girls’ Interest and Sense of Belonging in Computer Science (2016, methodology): “Cultural stereotypes about occupational fields can affect how much those fields are valued (Eccles, 2011; Eccles et al., 1983), with girls being more likely to value fields stereotyped as appropriate for their gender.”
Programming experience promotes higher STEM motivation among first-grade girls. (2017, background): “Gender gaps in older children and adults exist in both STEM interest and self-efficacy, which are two different but related aspects of motivation (Eccles, 2011; Mantzicopoulos, Patrick, & Samarapungavan, 2008; Weisgram & Bigler, 2006).”