The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Math and science motivation: a longitudinal examination of the links between choices and beliefs
Abstract
This study addresses the longitudinal associations between youths' out-of-school activities, expectancies-values, and high school course enrollment in the domains of math and science. Data were collected on 227 youth who reported on their activity participation in 5th grade, expectancies-values in 6th and 10th grade, and courses taken throughout high school. Math and science course grades at 5th and 10th grade were gathered through school record data. Results indicated youths' math and science activity participation predicted their expectancies and values, which, in turn, predicted the number of high school courses above the predictive power of grades. Although there were mean-level differences between boys and girls on some of these indicators, relations among indicators did not significantly differ by gender.
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“Starting in elementary school, gender differences also appear in boys ' and girls ' interests in different academic subjects; for example, elementary school-aged boys have higher levels of interest in math than do girls -and the difference holds even when controlling for prior math achievement (Simpkins et al., 2006).”
From Gender and Education (2015) · cites this paper as Simpkins et al., 2006
Citations
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Eccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368
Self-citationGender differences in scholastic achievement: A meta-analysis.
Voyer, D., & Voyer, S. D. (2014) · Psychological Bulletin · doi:10.1037/a0036620 · Cited by 1,337
Why are some STEM fields more gender balanced than others?
Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017) · Psychological Bulletin · doi:10.1037/bul0000052 · Cited by 1,259
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Handbook of Motivation at School
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“For example, the practice of combining math and science into a general math-science factor or examining them in separate models (Simpkins et al. 2006) limits the field’s ability to compare their influence.”
Metadata
- Authors
- Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S.
- Affiliations
- Arizona State University (US)
- University of Michigan (US)
- Venue
- Developmental Psychology
- Published
- 2006
- Volume
- 42
- Issue
- 1
- Pages
- 70-83
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2166538722
- Cited by
- 808
- References
- 0
- Citations by year
- 2026: 22 · 2025: 36 · 2024: 36 · 2023: 41 · 2022: 44 · 2021: 58 · 2020: 69 · 2019: 74 · 2018: 47 · 2017: 65 · 2016: 53 · 2015: 46 · 2014: 40 · 2013: 33 · 2012: 36
- FWCI
- 21.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD 17553, R01HD017553)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Education › School Choice and Performance
- Keywords
- math motivation, science motivation, extracurricular activities, expectancy, values, course registration, longitudinal development, gender differences, adolescents
- MeSH terms
- Achievement, Adolescent, Adult, Child, Choice Behavior, Culture, Female, Follow-Up Studies, Humans, Male, Mathematics, Motivation, Science, Sex Factors
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