The leaky mathematics pipeline for girls: A motivational analysis of high school enrolments in Australia and the USA

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Handbook of Gender Research in Psychology (2010, background): “For boys, perceived abilities and intrinsic values also exert significant, although weaker, influences of similar strength to the impact of their prior mathematical achievement (Watt et al., 2006).”
Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “2010), as well as choice in taking STEM courses (Eccles et al. 1984; Watt et al. 2006).”
The Mathematics Value Inventory for General Education Students: Development and Initial Validation (2010, background): “Second, given the documented relationship between math value and math participation (e.g., Simpkins et al., 2006; Updegraff et al., 1996; Watt, 2006; Watt et al., 2006), we hypothesized that students who had completed three or more college math courses would have higher MVI scores than would…”
Implicit STEM ability beliefs predict secondary school students' STEM self-efficacy beliefs and their intention to opt for a STEM field career (2018, background): “High self-efficacy beliefs have been shown to correlate with higher school grades in general and STEM-related areas in particular, which in turn may influence STEM educational and career choices (e.g., Glynn et al., 2011; Watt et al., 2006; Wigfield & Eccles, 2000).”