Self-to-Prototype Matching as a Strategy for Making Academic Choices. Why High School Students Do Not like Math and Science.

By B. Hannover, Ursula Kessels. 2004

274 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d4d9fe68723adfc9f2edbe9054c8a9eed8d37c8a

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Citations in the corpus

Messages about brilliance undermine women's interest in educational and professional opportunities (2018, unknown): “…could ultimately undermine women's interest (e.g., Cheryan & Plaut, 2010; Cheryan, Plaut, Davies, & Steele, 2009; Dasgupta, 2011; Good, Rattan, & Dweck, 2012; Hannover & Kessels, 2004; Walton & Cohen, 2007, 2011; Walton, Cohen, Cwir, &…”
University Students' Research Orientations: Do negative attitudes exist toward quantitative methods? (2005, background): “Hannover and Kessels ( 2004 ) suggested a prototype theory that people use to compare themselves and a favourite or a least‐liked prototype.”
How Choosing Science depends on Students' Individual Fit to ‘Science Culture’ (2009, methodology): “…than sociological approach was advanced by Hannover and Kessels, who also emphasise that a crucial factor for why students turn away from science is the mismatch between their image of science and most students’ identity or self (e.g. Hannover & Kessels, 2004; Kessels, 2005; Kessels et al., 2006).”
Interest and Identity Development in Instruction: An Inductive Model (2009, background): “In this case, her prototype for science might be said to be presently constraining the likelihood that she will develop an interest for and/or identify with science (Hannover & Kessels, 2004).”
Factors Affecting Mathematics Performance of Junior High School Students (2019, background): “Students who perceive that they are skillful in a particular subject would likely to perform well in that field than those who perceive to have low skills (Correll, 2001; Hannover & Kessels, 2004).”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “In a few articles, the emergence of individual interests as components of the self-system in adolescents is addressed (eg, Hannover & Kessels, 2004 ; Hidi & Ainley, 2002 ; Krapp, 2000 ; Renninger, 2009 ).”
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): “Research has also shown that boys and girls use peers to evaluate their own achievement and occupational aspirations and that peers reinforce gender stereotypical behaviour and punish non-conformity (Hannover & Kessels, 2004; Kessels, 2005; Young et al., 1999).”
Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains (2019, background): “Students consider their math achievement as a valid indicator of their own cognitive ability (Hannover & Kessels, 2004).”
Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations (2016, background): “…subjects were suggested to be related to factors such as biological differences (e.g., brain morphology; Gur et al., 1999), the lack of fit between math and self-concept (Hannover & Kessels, 2004), and differences in occupational or lifestyle preferences and choices (Ceci & Williams, 2011).”
The role of student characteristics in studying micro teaching–learning environments (2007, background): “Girls are more likely to have lower pre-knowledge and a negative self-concept of ability and lower interest in science ( Hannover & Kessels, 2004; Hoffmann, 2002; Osborne, Simon, & Collins, 2003).”
Ambient belonging: how stereotypical cues impact gender participation in computer science. (2009, background): “ Caltech Library Services Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science Sapna Cheryan University of Washington Victoria C. Plaut University of Georgia Paul G. Davies University of British Columbia, Okanagan Claude M. Steele Stanford University People c”
Fitting into the stereotype: How gender-stereotyped perceptions of prototypic peers relate to liking for school subjects (2005, methodology): “It seems reasonable to assume that the stereotype about a boy being very good in music is less prominent and less negative than the stereotype about a girl excelling in physics (the latter being conceived as being rather unattractive, socially incompetent, and isolated; Hannover & Kessels, 2004 ).”
Bridging the Gap by Enhancing the Fit: How Stereotypes about STEM Clash with Stereotypes about Girls (2015, result): “Several other studies have also shown that the subjectively perceived fit between students’ self and the subject prototype predicted whether students would like and choose the respective subject as a major (e.g. Hannover & Kessels, 2004; Kessels & Taconis, 2012; Taconis & Kessels, 2009).”
Science-related Aspirations Across the Primary–Secondary Divide: Evidence from two surveys in England (2014, result): “We agree with other researchers who argue that choices and aspirations are influenced and mediated by self-perceptions and identity (Boe et al., 2011; Hannover & Kessels, 2004; Hazari, Sonnert, Sadler, & Shanahan, 2010; Lyons & Quinn, 2010b).”