Measuring Attitudinal Change in Mathematics and English Over the 1st Year of Junior High School: A Multidimensional Analysis

By H. Watt. 2000

50 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/88c282515f1a715b2672221bd1886448c2b90512

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Citations in the corpus

Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation (2004, background): “Moreover, on the basis of the small differences that have been found, some researchers have recently questioned whether gender differences in math self-concept are diminishing (e.g., Marsh & Yeung, 1998) and whether mathematics is still perceived as a masculine domain ( Watt, 2000 ).”
Learning environment and students' mathematics attitude (2012, background): “Attitude has been a difficult concept to define, primarily because it has been defined by so many, but also because it is considered as a multidimensional concept (Di Martino & Zan, 2010; Hanulla, 2002; Kadijevich, 2006; Meelissen & Doornekamp, 2004; Simonson & Maushak, 2001; Tapia & Marsh, 2005; Wa”
“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): “The degree to which these explanations have held within the literature vary, however, with some scholars suggesting that the gender gap in math self-concept may be diminishing and that the mathematics field is becoming less perceived as a masculine enterprise (Marsh and Yeung 1998; Watt 2000).”
The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?. (2010, background): “As noted by Watt (2000), selfconcept and perceived competence are related, but load on different factors in factor analysis.”
Supporting the Development of Emotional Intelligence Competencies to Ease the Transition from Primary to High School (2007, background): “…is evidence that the transition to high school has a negative effect on pupils’ self-concept (Fenzel, 2000; Harter, Whitesell, & Kowalski, 1992; Watt, 2000), on their subjective evaluation in core curriculum subjects (Elias, Gara, & Ubriaco, 1985; Simmons, Burgeson, Carlton-Ford, & Blyth,…”
Handbook of Gender Research in Psychology (2010, background): “These longitudinal studies provide evidence for continued declines after the transition to secondary school that have been well documented in shorter term or cross-sectional research (e.g., Anderman & Midgley, 1997; Midgley, Feldlaufer, & Eccles, 1989a, 1989b; Seidman, Allen, Aber, Mitchell, & Feinm”