Gender Differences in Interest and Knowledge Acquisition: The United States, Taiwan, and Japan

By E. Evans, H. Schweingruber, H. Stevenson. 2002

126 citations recorded by the source corpus.

How researchers see this paper

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

Separating Implicit Gender Stereotypes regarding Math and Language: Implicit Ability Stereotypes are Self-serving for Boys and Men, but not for Girls and Women (2011, background): “Moreover, there are cultural variations in the strength of the relationship between gender, interest, and achievement ( Evans et al. 2002 ).”
Gender Differences in High‐school Students’ Views about Science (2006, background): “…many areas of science is problematic because females with this low interest are less likely than those with high interest to have high science achievement scores (Evans et al., 2002) and to start a science, mathematics, or engineering major in college in the United States (Nauta & Epperson, 2003).”
Cognitive conflict and situational interest as factors influencing conceptual change (2010, background): “It has been reported that East Asian students tend to attribute achievement outcomes to more effort-based learning and to less innate abilities-based or interest-based learning than those of western countries (Dahlin & Watkins, 2000; Dandy & Nettelbeck, 2000; Evans et al., 2002).”