Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation

The Psychology of Self-Affirmation: Sustaining the Integrity of the Self

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Stereotype Threat and Women's Math Performance

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The psychology of self-defense: Self-affirmation theory

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An integrated process model of stereotype threat effects on performance

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Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat

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Reducing the racial achievement gap: A social-psychological intervention

Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006) · Science · doi:10.1126/science.1128317 · Cited by 1,073

Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula

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Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap

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Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving

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Stereotype threat and working memory: mechanisms, alleviation, and spillover

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Preliminary investigation of instructor effects on gender gap in introductory physics

Kreutzer, K., & Boudreaux, A. (2012) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.8.010120 · Cited by 30

Research-based assessment of students' beliefs about experimental physics: When is gender a factor?

Wilcox, B. R., & Lewandowski, H. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.020130 · Cited by 27

Finding Common Ground: Synthesizing Divergent Theoretical Views to Promote Women's STEM Pursuits

Diekman, A. B., Clark, E. K., & Belanger, A. L. (2018) · Social Issues and Policy Review · doi:10.1111/sipr.12052 · Cited by 36

Understanding Long-term Effects of Motivation Interventions in a Changing World

Hecht, C. A., Priniski, S. J., & Harackiewicz, J. M. (2019) · Advances in motivation and achievement · doi:10.1108/s0749-742320190000020005 · Cited by 34

Growth mindset development in design-based makerspace: a longitudinal study

Vongkulluksn, V. W., Matewos, A. M., & Sinatra, G. M. (2021) · The Journal of Educational Research · doi:10.1080/00220671.2021.1872473 · Cited by 34

Creating Inclusive Environments in First-year Engineering Classes to Support Student Retention and Learning

Paguyo, C., Atadero, R., Rambo-Hernandez, K. E., & Francis, J. (2015) · ASEE Annual Conference & Exposition · doi:10.18260/p.23757 · Cited by 30

Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses

Odom, S., Boso, H., Bowling, S., Brownell, S. E., Cotner, S. H., Creech, C., Drake, A. G., Eddy, S. L., Fagbodun, S., Hebert, S. L., et al. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-11-0260 · Cited by 31

Interactive Panel: Improving the Experiences of Marginalized Students on Engineering Design Teams

Meadows, L. A., Sekaquaptewa, D., Paretti, M., Pawley, A. L., Jordan, S. S., Chachra, D., & Minerick, A. R. (2015) · ASEE Annual Conference & Exposition · doi:10.18260/p.24344 · Cited by 29

Framework for unpacking students’ mindsets in physics by gender

Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes‐Malach, T. J., & Singh, C. (2022) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.18.010116 · Cited by 35

A web-based self-guided program to promote valued-living in college students: A pilot study

Firestone, J., Cardaciotto, L., Levin, M. E., Goldbacher, E. M., Vernig, P. M., & Gambrel, L. E. (2019) · Journal of Contextual Behavioral Science · doi:10.1016/j.jcbs.2019.01.004 · Cited by 29

Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency

Hanisch, S., & Eirdosh, D. (2023) · Sustainability · doi:10.3390/su15097413 · Cited by 43

Stereotype threat and gender differences in chemistry

Sunny, C. E., Taasoobshirazi, G., Clark, L. B., & Marchand, G. C. (2016) · Instructional Science · doi:10.1007/s11251-016-9395-8 · Cited by 29

Gender (Still) Matters in Business School

Krishna, A., & Orhun, A. Y. (2020) · Journal of Marketing Research · doi:10.1177/0022243720972368 · Cited by 27

Gender Effects on Student Attitude Toward Science

Smith, T. J., Pasero, S., & McKenna, C. M. (2014) · Bulletin of Science Technology & Society · doi:10.1177/0270467614542806 · Cited by 27

Teacher‐ versus researcher‐provided affirmation effects on students’ task engagement and positive perceptions of teachers

Smith, E. N., Rozek, C. S., Manke, K. J., Dweck, C. S., & Walton, G. M. (2021) · Journal of Social Issues · doi:10.1111/josi.12417 · Cited by 30

Among friends: the role of academic-preparedness diversity in individual performance within a small-group STEM learning environment

Micari, M., Winkle, Z. V., & Pazos, P. (2016) · International Journal of Science Education · doi:10.1080/09500693.2016.1218091 · Cited by 26

How Does Adding an Emphasis on Socioscientific Issues Influence Student Attitudes About Science, Its Relevance, and Their Interpretations of Sustainability?

Pelch, M. A., & McCONNELL, D. A. (2017) · Journal of Geoscience Education · doi:10.5408/16-173.1 · Cited by 26

Designing a Culturally Responsive Computing Curriculum for Girls

Scott, K. A., Aist, G., & Zhang, X. (2014) · International Journal of Gender, Science, and Technology · Cited by 26

A Values-Affirmation Intervention Does Not Benefit Negatively Stereotyped Immigrant Students in the Netherlands

de Jong, E. M., Jellesma, F. C., Koomen, H. M. Y., & de Jong, P. F. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00691 · Cited by 26

Demonstrating the impact of classroom transformation on the inequality in DFW rates (“D” or “F” grade or withdraw) for first-time freshmen, females, and underrepresented minorities through a decadal study of introductory geology courses

Roberts, J. A., Marshall, A. O., McLean, N. M., Baker, G. S., & Möller, A. (2018) · Journal of Geoscience Education · doi:10.1080/10899995.2018.1510235 · Cited by 26

Expectation vs experience: might transition gaps predict undergraduate students’ outcome gaps?

Jones, S. (2017) · Journal of Further and Higher Education · doi:10.1080/0309877x.2017.1323195 · Cited by 31

First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicit gender‐science stereotypes

Steegh, A., Höffler, T. N., Höft, L., & Parchmann, I. (2020) · Journal of Research in Science Teaching · doi:10.1002/tea.21645 · Cited by 32

Metacognitive Confidence Can Increase but Also Decrease Performance in Academic Settings

Moreno, L., Briñol, P., & Petty, R. E. (2021) · Metacognition and Learning · doi:10.1007/s11409-021-09270-y · Cited by 26

The relations between students' belongingness, self-efficacy, and response to active learning in science, math, and engineering classes

Graham, M., Jacobson, K., Husman, J. E., Prince, M., Finelli, C., Andrews, M., & Borrego, M. J. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2196643 · Cited by 29

Understanding how First-Generation College Students’ Out-of-School Experiences, Physics and STEM Identities Relate to Engineering Possible Selves and Certainty of Career Path

Verdín, D., Godwin, A., Sonnert, G., & Sadler, P. M. (2018) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2018.8658878 · Cited by 26

Development, Acceptability, and Effectiveness of an Acceptance-Based Behavioral Stress/Anxiety Management Workshop for University Students

Eustis, E. H., Williston, S. K., Morgan, L. P., Graham, J. R., Hayes-Skelton, S. A., & Roemer, L. (2017) · Cognitive and Behavioral Practice · doi:10.1016/j.cbpra.2016.03.011 · Cited by 24

Research at Predominantly Two-Year Campuses of Penn State

Silverberg, L. J., Tierney, J., & Cannon, K. C. (2016) · ACS symposium series · doi:10.1021/bk-2016-1231.ch006 · Cited by 24

Linking Engineering Students’ Professional Identity Development to Diversity and Working Inclusively in Technical Courses

Casper, A. M. A., Atadero, R., Hedayati-Mehdiabadi, A., & Baker, D. (2021) · Journal of Civil Engineering Education · doi:10.1061/(asce)ei.2643-9115.0000052 · Cited by 15

Are gender-science stereotypes barriers for women in science, technology, engineering, and mathematics? Exploring when, how, and to whom in an experimentally-controlled setting

Tirado, A. S., Esbrí, S. F., Forn, C., & Sanchis‐Segura, C. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1219012 · Cited by 33

Improving insight and non‐insight problem solving with brief interventions

Wen, M., Butler, L. T., & Koutstaal, W. (2012) · British Journal of Psychology · doi:10.1111/j.2044-8295.2012.02107.x · Cited by 27

Examining Gender Differences in Written Assessment Tasks in Biology: A Case Study of Evolutionary Explanations

Federer, M. R., Nehm, R. H., & Pearl, D. K. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.14-01-0018 · Cited by 24

Learning Science in Primary Education with STEM Workshops: Analysis of Teaching Effectiveness from a Cognitive and Emotional Perspective

Mateos-Núñez, M., Martínez‐Borreguero, G., & Naranjo-Correa, F. L. (2020) · Sustainability · doi:10.3390/su12083095 · Cited by 30

Affirming both independent and interdependent values improves achievement for all students and mitigates cultural mismatch for first‐generation college students

Hecht, C. A., Priniski, S. J., Tibbetts, Y., & Harackiewicz, J. M. (2021) · Journal of Social Issues · doi:10.1111/josi.12416 · Cited by 29

Narrowing Achievement Gaps in General Chemistry Courses with and without In-Class Active Learning

Clark, T. M. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.2c00973 · Cited by 24

Assessing does not mean threatening: The purpose of assessment as a key determinant of girls' and boys' performance in a science class

Souchal, C., Toczek, M., Darnon, C., Smeding, A., Butera, F., & Martinot, D. (2013) · British Journal of Educational Psychology · doi:10.1111/bjep.12012 · Cited by 33

Sex difference in spatial ability for college students and exploration of measurement invariance

Xu, X., Kim, E., & Lewis, J. E. (2015) · Learning and Individual Differences · doi:10.1016/j.lindif.2015.11.015 · Cited by 26

Racial (vs. self) affirmation as a protective mechanism against the effects of racial exclusion on negative affect and substance use vulnerability among black young adults

Stock, M. L., Gibbons, F. X., Beekman, J. B., Williams, K. D., Richman, L. S., & Gerrard, M. (2017) · Journal of Behavioral Medicine · doi:10.1007/s10865-017-9882-7 · Cited by 28

Designing learning environments to promote student learning: Ergonomics in all but name

Smith, T. J. (2013) · Work · doi:10.3233/wor-121493 · Cited by 26

One goal, different pathways: Capturing diversity in processes leading to first-year students' achievement

Clercq, M. D., Galand, B., & Frenay, M. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101908 · Cited by 28

Effectiveness of Self-Affirmation Interventions in Educational Settings: A Meta-Analysis

Escobar-Soler, C., Berríos, R., Peñaloza-Díaz, G., Melis-Rivera, C., Caqueo‐Urízar, A., Ponce-Correa, F., & Flores, J. (2023) · Healthcare · doi:10.3390/healthcare12010003 · Cited by 31

Gender inequity in individual participation within physics and science, technology, engineering, and math courses

York, A. M., Fink, A., Stoen, S. M., Walck-Shannon, E. M., Wally, C. M., Luo, J., Young, J. D., & Frey, R. F. (2021) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.17.020140 · Cited by 26

Intersectional Peer Effects at Work: The Effect of White Coworkers on Black Women’s Careers

Linos, E., Mobasseri, S., & Roussille, N. (2024) · Management Science · doi:10.1287/mnsc.2022.02010 · Cited by 26

Know Thyself: Real-World Behavioral Correlates of Self-Appraisal Accuracy

Krueger, C. E., Rosen, H. J., Taylor, H. G., Espy, K. A., Schatz, J. C., Rey‐Casserly, C. M., & Kramer, J. H. (2011) · The Clinical Neuropsychologist · doi:10.1080/13854046.2011.569759 · Cited by 21

Affirmation effects on math scores: The importance of high school track

Bancroft, A., Bratter, J. L., & Rowley, K. J. (2016) · Social Science Research · doi:10.1016/j.ssresearch.2016.10.001 · Cited by 24

The effects of gender composition on women’s experience in math work groups.

Grover, S. S., Ito, T. A., & Park, B. (2017) · Journal of Personality and Social Psychology · doi:10.1037/pspi0000090 · Cited by 22

The Cambridge Handbook of the International Psychology of Women

Cheung, F. M., & Halpern, D. F. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108561716 · Cited by 24

Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study

Thondhlana, G., & Belluigi, D. Z. (2016) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2016.1235133 · Cited by 20

Stereotype Threat and Learning

Rydell, R. J., & Boucher, K. L. (2017) · Advances in experimental social psychology · doi:10.1016/bs.aesp.2017.02.002 · Cited by 23

Promoting science motivation in American Indian middle school students: an intervention

Hoffman, A. J., & Kurtz‐Costes, B. (2018) · Educational Psychology · doi:10.1080/01443410.2018.1527019 · Cited by 21

A National Study of the Influence of the Community College Pathway on Female Students’ STEM Baccalaureate Success

Hu, X., & Ortagus, J. C. (2019) · Community College Review · doi:10.1177/0091552119850321 · Cited by 21

Gender differences in mental rotation in Oman and Germany

Jansen, P., Zayed, K. N., & Osmann, R. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.08.033 · Cited by 20

Using automatic image processing to analyze visual artifacts created by students in scientific argumentation

Pei, B., Xing, W., & Lee, H. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12741 · Cited by 19

Testing the test: Are exams measuring understanding?

Sato, B. K., Hill, C. F. C., & Lo, S. M. (2019) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.21231 · Cited by 22

Double jeopardy – Double remedy? The effectiveness of self-affirmation for improving doubly disadvantaged students' mathematical performance

Lokhande, M., & Müller, T. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.07.006 · Cited by 19

What are the Problem Representations and Assumptions About Gender Underlying Research on Gender in Physics and Physics Education? A Systematic Literature Review

Vidor, C. D. B., Danielsson, A., Rezende, F., & Ostermann, F. (2020) · Revista Brasileira de Pesquisa em Educação em Ciências · doi:10.28976/1984-2686rbpec2020u10951132 · Cited by 19

Assessment for Effective Intervention: Enrichment Science Academic Program

Sasson, I., & Cohen, D. (2012) · Journal of Science Education and Technology · doi:10.1007/s10956-012-9425-5 · Cited by 19

Gender gap or program gap? Students’ negotiations of study practice in a course in electromagnetism

Andersson, S., & Johansson, A. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.020112 · Cited by 20

Brief Report: Investigating Relations Between Self-Concept and Performance in Reading and Math for School-Aged Children and Adolescents with Autism Spectrum Disorder

McCauley, J. B., Zajic, M. C., Oswald, T. M., Swain-Lerro, L., McIntyre, N. C., Harris, M. A., Trzesniewski, K. H., Mundy, P. C., & Solomon, M. (2017) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-017-3403-y · Cited by 20

Identifying the stereotypical who, what, and why of physics and biology

Bruun, M., Willoughby, S. D., & Smith, J. L. (2018) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.14.020125 · Cited by 22

Why Is There Female Under-Representation among Philosophy Majors?

Baron, S., Dougherty, T., & Miller, K. (2015) · Ergo an Open Access Journal of Philosophy · doi:10.3998/ergo.12405314.0002.014 · Cited by 19

Complicating College-Transition Stories: Strengths and Challenges of Approaches to Diversity in Wise-Story Interventions

Covarrubias, R., & Laiduc, G. (2021) · Perspectives on Psychological Science · doi:10.1177/17456916211006068 · Cited by 25

Do female and male students’ physics motivational beliefs change in a two-semester introductory physics course sequence?

Li, Y., & Singh, C. (2022) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.18.010142 · Cited by 21

Peer-Modeled Mindsets: An Approach to Customizing Life Sciences Studying Interventions

Hecht, C. A., Latham, A. G., Buskirk, R. E., Hansen, D. R., & Yeager, D. S. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.22-07-0143 · Cited by 23

Social evaluative threat across individual, relational, and collective selves

(2023) · Advances in experimental social psychology · doi:10.1016/bs.aesp.2023.03.001 · Cited by 24

The Stereotype Threat Hypothesis: An Assessment from the Philosopher's Armchair, for the Philosopher's Classroom

Schouten, G. (2015) · Hypatia · doi:10.1111/hypa.12148 · Cited by 18

Using superheroes such as Hawkeye, Wonder Woman and the Invisible Woman in the physics classroom

Fitzgerald, B. W. (2018) · Physics Education · doi:10.1088/1361-6552/aab442 · Cited by 18

LGBT + physicists qualitative experiences of exclusionary behavior and harassment

Barthelemy, R. S. (2020) · European Journal of Physics · doi:10.1088/1361-6404/abb56a · Cited by 18

From ICT availability to student science achievement: mediation effects of ICT psychological need satisfactions and interest across genders

Li, S., Liu, X., Tripp, J. N., & Yang, Y. (2020) · Research in Science & Technological Education · doi:10.1080/02635143.2020.1830269 · Cited by 18

Context Matters: Social Psychological Factors That Underlie Academic Performance across Seven Institutions

Salehi, S., Berk, S., Brunelli, R., Cotner, S. H., Creech, C., Drake, A. G., Fagbodun, S., Hall, C. L., Hebert, S. L., Hewlett, J., et al. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.21-01-0012 · Cited by 20

Evaluating the effects of programs for reducing achievement gaps: a case study in Taiwan

Sung, Y., Tseng, F.-L., Kuo, N.-P., Chang, T.-Y., & Chiou, J. M. (2013) · Asia Pacific Education Review · doi:10.1007/s12564-013-9304-7 · Cited by 18

Monitoring a gender gap in interest and social aspects of technology in different age groups

Marth, M., & Bogner, F. X. (2018) · International Journal of Technology and Design Education · doi:10.1007/s10798-018-9447-2 · Cited by 18

Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System

Kubsch, M., Strauß, S., Grimm, A., Gombert, S., Drachsler, H., Neumann, K., & Rummel, N. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10011-9 · Cited by 26

Coaching Academia: The Integration of Coaching, Educational Development, and the Culture of Higher Education.

Cruz, L. E., & Rosemond, L. D. (2017) · Journal on excellence in college teaching · Cited by 17

The Social and Educational Consequences of Identity‐Based Rejection

London, B. E., Ahlqvist, S., Gonzalez, A., Glanton, K. V., & Thompson, G. A. (2014) · Social Issues and Policy Review · doi:10.1111/sipr.12004 · Cited by 17

Proven practices that can reduce stereotype threat in engineering education: A literature review

Eschenbach, E. A., Virnoche, M. E., Cashman, E. M., Lord, S. M., & Camacho, M. M. (2014) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2014.7044011 · Cited by 19

Where Are All the Talented Girls How Can We Help Them Achieve in Science Technology Engineering and Mathematics

Meadows, M. C. (2016) · Journal for the Education of Gifted Young Scientists · doi:10.17478/jegys.2016222219 · Cited by 17

Performance-approach goals, science task preference, and academic procrastination: Exploring the moderating role of competence perceptions

Deemer, E. D., Yough, M. S., & Morel, S. A. (2017) · Motivation and Emotion · doi:10.1007/s11031-017-9649-z · Cited by 18

Acquiring Basic Chemistry Concepts through Virtual learning in Nigerian Senior Secondary Schools

Odewumi, M. O., Falade, A. A., Adeniran, A. O., Akintola, D. A., Oputa, G. O., & Ogunlowo, S. A. (2019) · Indonesian Journal on Learning and Advanced Education (IJOLAE) · doi:10.23917/ijolae.v2i1.7832 · Cited by 17

A Gender Study Investigating Physics Self-Efficacy

Sawtelle, V. (2011) · doi:10.25148/etd.fi11120705 · Cited by 17

High power mindsets reduce gender identification and benevolent sexism among women (But not men)

Vial, A. C., & Napier, J. L. (2016) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2016.06.012 · Cited by 20

Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development

Limeri, L. B., Musgrove, M. M. C., Henry, M. A., & Schussler, E. E. (2020) · CBE—Life Sciences Education · doi:10.1187/cbe.19-11-0236 · Cited by 18

Variation in which key motivational and academic resources relate to academic performance disparities across introductory college courses

Blatt, L. R., Schunn, C. D., Votruba‐Drzal, E., & Rottman, B. M. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00253-0 · Cited by 19

Persistence, performance, and goal setting in massive open online courses

Li, K., Johnsen, J., & Canelas, D. A. (2021) · British Journal of Educational Technology · doi:10.1111/bjet.13068 · Cited by 21

L'eggo My Ego: Reducing the Gender Gap in Math by Unlinking the Self from Performance

Zhang, S., Schmader, T., & Hall, W. M. (2012) · Self and Identity · doi:10.1080/15298868.2012.687012 · Cited by 16

A Brief Self‐Affirmation Study to Improve the Experience of Minority Patients

Burgess, D. J., Taylor, B. C., Phelan, S. M., Spoont, M. R., van Ryn, M., Hausmann, L. R. M., Do, T., & Gordon, H. S. (2013) · Applied Psychology Health and Well-Being · doi:10.1111/aphw.12015 · Cited by 17

Pushed by Symptoms, Pulled by Values: Promotion Goals Increase Motivation in Therapeutic Tasks

Katz, B. A., Catane, S., & Yovel, I. (2015) · Behavior Therapy · doi:10.1016/j.beth.2015.11.002 · Cited by 16

Norway’s gender gap: classroom participation in undergraduate introductory science

Ballen, C. J., Danielsen, M., Jørgensen, C., Grytnes, J., & Cotner, S. H. (2017) · Nordic Journal of STEM Education · doi:10.5324/njsteme.v1i1.2325 · Cited by 18

The new me or the me I’m proud of?

Yazdanparast, A., & Spears, N. E. (2018) · European Journal of Marketing · doi:10.1108/ejm-09-2016-0532 · Cited by 16

Gender Differences in Math Tests: the Role of Time Pressure

Galasso, V., & Profeta, P. A. (2024) · The Economic Journal · doi:10.1093/ej/ueae052 · Cited by 13

How Do You Achieve Inclusive Excellence in the Classroom?

Considine, J. R., Mihalick, J. E., Mogi‐Hein, Y. R., Penick-Parks, M. W., & Auken, P. M. V. (2017) · New Directions for Teaching and Learning · doi:10.1002/tl.20255 · Cited by 15

The Cambridge Handbook of Applied School Psychology

Worrell, T. L. H. F. C. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108235532 · Cited by 15

Does student learning style affect performance on different formats of biomechanics examinations?

Hsieh, C., Mache, M. A., & Knudson, D. V. (2011) · Sports Biomechanics · doi:10.1080/14763141.2011.637128 · Cited by 15

Prevention of Stress-Provoked Endothelial Injury by Values Affirmation: a Proof of Principle Study

Spicer, J., Shimbo, D., Johnston, N., Harlapur, M., Purdie-Vaughns, V. J., Cook, J., Fu, J., Burg, M. M., & Wager, T. D. (2015) · Annals of Behavioral Medicine · doi:10.1007/s12160-015-9756-6 · Cited by 15

Beneficial effects of self-affirmation on motivation and performance reduced in students hungry for others’ approval

Liu, C., & Huang, P. (2018) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2018.10.008 · Cited by 16

Social influences of interest: Conceptualizing group differences in education through a self-regulation of motivation model

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