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Explaining academic‐track boys’ underachievement in language grades: Not a lack of aptitude but students’ motivational beliefs and parents’ perceptions?
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Sex differences in school achievement: what are the roles of personality and achievement motivation?
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Expectancy–Value Theory of Achievement Motivation
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Do Parents’ Academic Gender Stereotypes Influence Whether They Intrude on their Children’s Homework?
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A standard international socio-economic index of occupational status
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The emergence of gender differences in children's perceptions of their academic competence
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Reading motivation and reading comprehension growth in the later elementary years
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Sex and cognition: gender and cognitive functions
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Sex, intelligence and educational achievement in a national cohort of over 175,000 11-year-old schoolchildren in England
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The importance of motivation as a predictor of school achievement
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Goal orientations predict academic performance beyond intelligence and personality
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Will not want: Self-control rather than motivation explains the female advantage in report card grades
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Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation
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Parents' influence on children's achievement-related perceptions.
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The gender similarities hypothesis.
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inferredcites →https://doi.org/10.1111/j.1540-4560.1990.tb01929.xopenalex-snapshot
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Gender Inequalities in Education
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Confidence Limits for the Indirect Effect: Distribution of the Product and Resampling Methods
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PISA 2009 Results: What Students Know and Can Do
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Directionality of the Associations of High School Expectancy-Value, Aspirations, and Attainment
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Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research
inferredcites →https://doi.org/10.3389/fpsyg.2015.01267openalex-snapshot
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Sex Differences in Cognitive Abilities
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PIRLS 2021 International Results in Reading
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms
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