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Direct linkThomas, Almut E. – American Educational Research Journal, 2017
Implicit stereotypes associating science with male might play a role in the development of gender differences in students' motivations for physical science. Particularly, the stereotypes of influential adults may induce students' regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study…
Descriptors: Gender Differences, Student Motivation, Science Interests, Physical Sciences
