The role of motivation in gendered educational and occupational trajectories related to maths

By H. Watt. 2006

243 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c7dcaf3a99217a0ad1f9c56a08cb286125ce8fcb

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, result): “…a large number of studies from the U.S. (e.g., Eccles et al., 2004; Jacobs & Simpkins, 2005; Simpkins, Davis-Kean, & Eccles, 2006), Australia (e.g., Watt, 2005, 2006; Watt et al., 2012) and Europe (Bøe, 2012; Köller, Daniels, Schnabel, & Baumert, 2001; Nagy, Trautwein, Baumert, Köller, & Garrett,…”
Gender Bias in STEM Fields (2016, methodology): “Both theories have generated an abundance of empirical support, and much of this work illustrates that self-concept predicts achievement and career aspirations in STEM domains (DeBacker & Nelson, 2000; Robnett, Chemers, & Zurbriggen, 2015; Robnett & Leaper, 2013; Watt, 2006).”
The Mathematics Value Inventory for General Education Students: Development and Initial Validation (2010, background): “In particular, math value has been shown to predict grades in math (Berndt & Miller, 1990), course enrollment intentions (Meece, Wigfield, & Eccles, 1990), number of math courses taken (Simpkins, Davis-Kean, & Eccles, 2006; Updegraff, Eccles, Barber, & O’Brien, 1996), math-related career aspirations”
Longitudinal Pathways From Math Intrinsic Motivation and Achievement to Math Course Accomplishments and Educational Attainment (2013, background): “Regarding motivation, students with more positive math attitudes, interest, and task values tend to take more advanced high school math courses (e.g., Benishek & Lopez, 2001; Ma, 1999, 2006; Nagy, Trautwein, Baumert, Köller, & Garrett, 2006; Updegraff, Eccles, Barber, & O’Brien, 1996; Watt, 2006).”
Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades (2014, unknown): “…1999b, 2002, 2008a, 2008b; Beyer & Bowden, 1997; Beyer & Haller, 2006; Correll, 2001, 2004; Durndell & Haag, 2002; Ehrlinger & Dunning, 2003; Jagacinski, 2013; Roach, 2011; Stout, Dasgupta, Hunsinger, & McManus, 2011; Syzmanowicz & Furnham, 2011; Watt, 2006; Ziegler, Dresel, & Schober, 2000).”
Why Students Choose STEM Majors (2013, background): “That is, male students are more self-efficacious in math than female students despite comparable achievement (Eccles, 1994; Pajares, 2005; Watt, 2006).”
“But I’m Not Good at Math”: The Changing Salience of Mathematical Self-Concept in Shaping Women’s and Men’s STEM Aspirations (2015, background): “These gender stereotypes and processes of socialization may explain why adolescent girls tend to rate their mathematical ability lower than matched-ability male peers do (Eccles 1994; Pajares 2005; Watt 2006).”
Motivations for choosing teaching as a career : An international comparison using the FIT-Choice scale (2012, methodology): “…individuals’ reported satisfaction with the choice of a teaching career, indicating the demand features of teaching do not deter, and may in fact act as incentives to choosing teaching as a career for individuals who seek to develop expertise in challenging environments (Richardson & Watt, 2006).”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “, including in math and related domains (Fouad & Smith, 1996; Navarro et al., 2007; Stevens, Wang, Olivárez Jr, & Hamman, 2007; Watt, 2006; Waller, 2006; Webb, Lubinski, & Benbow, 2002).”
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “Recent studies on the gender and racial/ethnic disproportions in math have drawn attention to psychological factors, such as adolescents’ motivational beliefs, to help understand these gaps (Else-Quest et al., 2013; Wang & Degol, 2017; Watt, 2006).”
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “Outside of England, self-concept and self-efficacy for mathematics, past attainment and the intrinsic value associated with mathematics have been found to influence mathematics subject-choices in general (Watt, 2006).”
Majoring in STEM—What Accounts for Women's Career Decision Making? A Mixed Methods Study (2014, background): “Such factors include interest, ability, participation in high-level mathematics courses, competence beliefs, self-efficacy, perceived difficulty and expectations of success in mathematics, values, attitudes toward science-related domains, gender stereotypes, and background characteristics including ”
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): “levels (Watt, 2006).”
Trajectories of change in students’ self-concepts of ability and values in math and college major choice (2015, background): “Both Nagy et al. (2006) and Watt (2006) had nonUS student samples.”