This study investigated gender disparities in students' science motivational beliefs, conceptualized as self-concept and intrinsic value, from Grades 4 to 8 in 22 countries. The gender-specific relation between science motivational beliefs and achievement was also scrutinized. Data from the 2011 and 2015 national cohorts of the Trends in…

Based on expectancy-value theory, this longitudinal study was designed to test the relations between two achievement task values (i.e., attainment value and utility value) as well as their respective influences on academic achievement and depressive symptoms. This study incorporated a sample of 897 (M[subscript age] = 10.36 years, 55.8% male) and…

Science, technology, engineering, and mathematics (STEM) education is an international focus in teaching and learning, and factors influencing students' science achievement vary throughout the world. Guided by the Social Role and Expectancy-Value Theories, we investigated the role of fourth and eighth graders' gender and attitudes toward science…

This study tested whether an individual's beliefs about the importance of appearance in their life is a mediator of sociocultural influences on body dissatisfaction in young girls. Participants were 265 girls in Grades 4 to 7 (M age = 10.71 years) from 5 private primary schools in metropolitan Adelaide, South Australia. Girls completed…