Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation
Full Text (PDF)
María P. Gómez-Arízaga 1 , Marianela Navarro 1 * , Annjeannette Martin 1 , Karin Roa-Tampe 1 , María Leonor Conejeros-Solar 2 , Leonie Kronborg 3 , Marieta Valdivia-Lefort 4 , Hernán Castillo-Hermosilla 5 , Bárbara Rivera-Lino 1
More Detail
1 Facultad de Educación, Universidad de los Andes, CHILE2 Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, CHILE3 Faculty of Education, Monash University, AUSTRALIA4 Institute of the Americas, University College London, UNITED KINGDOM5 Universidad Mayor, CHILE* Corresponding Author
Abstract
This article contributes to the study of the gender gap for women in STEM, by exploring the socioemotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris Self-Concept Scale, Sources of Science and Mathematics Self-Efficacy Scale, and Masculine-Feminine Inventory, based on gender and extracurricular enrichment program participation. The sample consisted of 103 Chilean students in 10th grade, identified as gifted using the Raven’s Standard Progressive Matrices. Data were analyzed using Multivariate Analysis of Variance (MANOVA), Analysis of Variance (ANOVA), and t-tests to analyze the effects of gender and enrichment program participation. Results showed that self-concept for girls is lower than for boys, and lower for girls who attended enrichment programs, compared to girls who did not attend programs. Furthermore, an interaction effect was observed between gender and enrichment program attendance on the gender stereotype subscales of masculinity and submission. Implications for enrichment programs were discussed, suggesting the need to (a) focus on girls´ self-concept, (b) decrease the risk of stereotype threat, and (c) encourage gifted girls to identify how they experience and act upon gender stereotypes.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 12, Article No: em1929
https://doi.org/10.29333/ejmste/9374
Publication date: 31 Dec 2020
Article Views: 3231
Article Downloads: 1159
Open Access References How to cite this articleReferences
- Agencia Calidad de la Educación (2015). Informe Resultados PISA 2015 [PISA 2015 Results Report]. http://archivos.agenciaeducacion.cl/INFORME_DE_RESULTADOS_PISA_2015.pdf
- Al-Alusi, A. (2001). Self-efficacy and its relationship to self-esteem among university students [Master's thesis, University of Baghdad].
- Al-Dhaimat, Y., Albdour, N. T., & Alshraideh, M. (2020). Creative Self-Efficacy and Its’ Relationship to Intellectual Stress among Gifted Students at the Jubilee School. World Journal of Education, 10(3), 208-219. https://doi.org/10.5430/wje.v10n3p208
- Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia-Social and Behavioral Sciences, 1(1), 953-957. https://doi.org/10.1016/j.sbspro.2009.01.169
- Bandura, A. (1997). Self-efficacy: The exercise of control. Worth Publishers.
- Boston, J., & Cimpian, A. (2018). How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?. Gifted Child Today, 41(4), 196-207 https://doi.org/10.1177/1076217518786955
- Camci-Erdogan, S., & Riga, F. (2016). Gifted females in science. In K. Taber & M. Sumida (Eds.). International Perspectives on Science Education for the Gifted: Key Issues and Challenges (pp. 106-125). Routledge. https://doi.org/10.4324/9781315814247
- Charles, M. (2017). Venus, Mars, and math: Gender, societal affluence, and eighth graders’ aspirations for STEM. Socius: Sociological Research for a Dynamic World, 3, 1-16. https://doi.org/10.1177/2378023117697179
- Charlin, V., Torres, A., & Cayumán, C. (2016). Expectativas de género y logro de estudiantes en TERCE [Gender and Student Achievement Expectations in TERCE]. Midevidencias, 9, 1-8. https://www.mideuc.cl/wp-content/uploads/2016/MidEvidencias-N9.pdf
- Colangelo, N., & Assouline, S. G. (1995). Self-concept of gifted students: Patterns by self-concept domain, grade level, and gender. In M. W. Katzko & F. J. Mönks (Eds.) Nurturing talent: individual needs and social ability (pp. 66-74). Van Gorcum.
- Comisión Nacional de Investigación Científica y Tecnológica (2015). Participación Femenina en Programas de CONICYT 2001-2014 [Female Participation in CONICYT Programs 2001-2014]. Santiago, Chile. http://www.conicyt.cl/wp-content/uploads/2015/03/Participaci%C3%B3n-Femenina-2014_v5.pdf
- Conejeros-Solar, M. L., & Gómez-Arízaga, M. P. (2015). Gifted students’ characteristics, persistence, and difficulties in college. Roeper Review, 37(4), 241-251. https://doi.org/10.1080/02783193.2015.1077909
- Conejeros-Solar, M. L., Cáceres, P., & Oneto, P. (2011). La Desatención Educativa Diferencial: Consecuencias socio-emocionales en Adolescentes con Altas Capacidades [Differential Educational Inattention: Socio-emotional Consequences in Adolescents with High Abilities]. Fondo de Investigación y Desarrollo En Educación [Fund for Research and Development in Education] - FONIDE NºF410983-2009. https://centroestudios.mineduc.cl/wp-content/uploads/sites/100/2017/07/Informe_Final-UCV-Maria-Leonor-Conejeros.pdf
- Conejeros-Solar, M. L., Cáceres, P., & Riveros, A. M. (2012). Educación de Talentos Académicos en Chile: Una década de aprendizajes e investigación [Education of Academic Talents in Chile: A decade of learning and research]. In J. Catalán (Editor). Investigación orientada al cambio en psicología educacional [Change-oriented research in educational psychology] (pp. 39-74). Editorial Universidad de La Serena.
- Cunningham, L. G., & Rinn, A. N. (2007). The Role of Gender and Previous Participation in a Summer Program on Gifted Adolescents’ Self-Concepts over Time. Journal for the Education of the Gifted, 30(3), 326-352. https://doi.org/10.1177/016235320703000303
- Dai, D. Y. (2002). Are Gifted Girls Motivationally Disadvantaged? Review, Reflection, and Redirection. Journal for the Education of the Gifted, 25(4), 315-358. https://doi.org/10.4219/jeg-2002-283
- Deemer E. D., Thoman D. B., Chase J. P., & Smith J. L. (2014). Feeling the threat: Stereotype threat as a contextual barrier to women’s science career choice intentions. Journal of Career Development, 41(2), 141-158. https://doi.org/10.1177/0894845313483003
- Del Río, M. F., Strasser, K., & Susperreguy, M. I. (2016). ¿Son las habilidades matemáticas un asunto de género?: Los estereotipos de género acerca de las matemáticas en niños y niñas de Kínder, sus familias y educadoras [Are math skills a gender issue?: Gender stereotypes about math in kindergarten boys and girls, their families and educators]. Calidad en la Educación-Quality in Education, (45), 20-53. https://doi.org/10.4067/s0718-45652016000200002
- Eccles, J. S. (2013). Gender and achievement choices. In E. T. Gershoff, R. S. Mistry, & D. Crosby (Eds.), Societal contexts of child development: pathways of influence and implications for practice and policy (pp. 19-34). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199943913.003.0002
- Ellemers, N. (2018). Gender Stereotypes. Annual Review of Psychology, 69, 275-298. https://doi.org/10.1146/annurev-psych-122216-011719
- Fiebig, J. N. (2008). Gifted American and German adolescent women: a longitudinal examination of attachment, separation, gender roles, and career aspirations. High Ability Studies 19(1), 67-81. https://doi.org/10.1080/13598130801980349
- Fiebig, J. N., & Beauregard, E. (2011). Longitudinal Change and Maternal Influence on Occupational Aspirations of Gifted Female American and German Adolescents. Journal for the Education of the Gifted, 34(1), 45-67. https://doi.org/10.1177/016235321003400103
- Finch, H. (2005). Comparison of the Performance of Nonparametric and Parametric MANOVA Test Statistics when Assumptions Are Violated. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 1(1), 27-38. https://doi.org/10.1027/1614-1881.1.1.27
- Fraser, B. (1981). Test of Science-Related Attitudes [Handbook]. Allanby Press, Macquarie University.
- Gagné, F. (2015). De los genes al talento: La perspectiva DMGT/CMTD. Revista de Educación, 368, 12-39. https://doi.org/10.4438/1988-592X-RE-2015-368-289
- Gagné, F. (2018). Academic talent development: Theory and best practices. In S. I. Pfeiffer (Ed.), APA Handbook of Giftedness and Talent (pp. 163-184). American Psychological Association. https://doi.org/10.1037/0000038-011
- Gómez-Arízaga, M., & Conejeros-Solar, M.L. (2013). Am I That Talented? The experiences of gifted individuals from diverse educational backgrounds at the postsecondary level. High Ability Studies. 24(2), 135-151. https://doi.org/10.1080/13598139.2013.838898
- Gómez-Arízaga, M., Valdivia-Lefort, M., Castillo-Hermosilla, H., Hébert, T., & Conejeros-Solar, M. (2020). Tales from Within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms. Education Sciences. 10(5), 137. https://doi.org/10.3390/educsci10050137
- Greenlee M. (2016). The Effects of Girls self-efficacy on their Interest and Involvement in Mathematics and Science. (Master’s thesis), California State University. http://dspace.calstate.edu/bitstream/handle/10211.3/163467/Greenlee-Mary-thesis-2016.pdf?sequence=1
- Gubbels J., Segers, E., & Verhoeven, L. (2014). Cognitive, socioemotional, and attitudinal effects of a triarchic enrichment program for gifted children. Journal for the Education of the Gifted, 37, 378-397. https://doi.org/10.1177/0162353214552565
- Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9780203887332
- Heilbronner, N. N. (2013). The STEM Pathway for Women: What Has Changed? Gifted Child Quarterly, 57(1), 39-55. https://doi.org/10.1177/0016986212460085
- Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology, 49(5), 505-528. https://doi.org/10.1016/j.jsp.2011.07.001
- Hutchinson, J. (2013). School Organisation and STEM Career related Learning. STEM Centre, University of Derby. https://core.ac.uk/download/pdf/46170662.pdf
- Kao, C. (2015). Mathematically gifted adolescent females’ mixed sentiment toward gender stereotypes. Social Psychology of Education, 18(1), 17-35. https://doi.org/10.1007/s11218-014-9278-2
- Kaufman, S. B., & Sternberg, R.J. (2008). Conceptions of Giftedness. In S. I. Pfeiffer (Ed.) Handbook of Giftedness in Children (pp. 71-91). Springer. https://doi.org/10.1007/978-0-387-74401-8_5
- Kerr, B. (Ed.). (2009). Encyclopedia of giftedness, creativity and talent. SAGE. https://doi.org/10.4135/9781412971959
- Kerr, B. A., & Kurpius, S. (2004). Encouraging talented girls in math and science: Effects of a guidance intervention. High Ability Studies, 15(1), 85-102. https://doi.org/10.1080/1359813042000225357
- Kerr, B. A., & McKay, R. (2014). Smart Girls in the 21st Century: Understanding Talented Girls and Women. Great Potential Press, Inc.
- Kerr, B. A., & Multon, K. D. (2015). The development of gender identity, gender roles, and gender relations in gifted students. Journal of Counseling & Development, 93, 183-191. https://doi.org/10.1002/j.1556-6676.2015.00194.x
- Kerr, B. A., Vuyk, M. A., & Rea, C. (2012). Gendered practices in the education of gifted girls and boys. Psychology in the Schools, 49(7), 647-655. https://doi.org/10.1002/pits.21627
- Kollmayer, M., Schober, B., & Spiel, C. (2016). Gender stereotypes in education: Development, consequences, and interventions. European Journal of Developmental Psychology, 15(4), 361-377. https://doi.org/10.1080/17405629.2016.1193483
- Kundu, A., & Ghose, A. (2016). The relationship between attitude and self-efficacy in mathematics among higher secondary students. Journal of Humanities and Social Science, 21(4), 25-31. http://iosrjournals.org/iosr-jhss/papers/Vol.%2021%20Issue4/Version-5/F0214052531.pdf
- Lee, C. Y., & Kung, H. Y. (2018). Math self-concept and mathematics achievement: Examining gender variation and reciprocal relations among junior high school students in Taiwan. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1239-1252. https://doi.org/10.29333/ejmste/82535
- Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262-265. https://doi.org/10.1126/science.1261375
- Lewis, J. D., & Knight, H. V. (2000). Self-concept in gifted youth: An investigation employing the Piers-Harris subscales. Gifted Child Quarterly, 44, 45-53. https://doi.org/10.1177/001698620004400105
- López, V., Conejeros, M. L., García, M. C., Gudenschwager, H., & Proestakis, A. (2013). Gifted Education in Chile amidst Public Debate on Excellence without Equity in Education. In P. Sanchez-Escobedo. Talent development around the world. A global perspective on gifted education (pp.167-199). Lambert Academic Publishing.
- Mackintosh, N. J., & Bennett, E. S. (2005). What do Raven’s Matrices measure? An analysis in terms of sex differences. Intelligence, 33, 663-674. https://doi.org/10.1016/j.intell.2005.03.004
- Martínez-Gómez, J., Guerrero-Rodríguez, S. M., & Rey-Anacona, C. A. (2012). Evaluación de la validez de constructo y la confiabilidad del inventario de masculinidad y femineidad en adolescentes y adultos jóvenes colombianos [Evaluation of the construct validity and reliability of the inventory of masculinity and femininity in Colombian adolescents and young adults]. Avances en Psicología Latinoamericana-Advances in Latin American Psychology, 30(1), 170-181. https://revistas.urosario.edu.co/index.php/apl/article/view/1180/1800
- Maso, V. & Proestakis, A. (2007). Talento y Género: Reconstrucción de la experiencia de adolescentes mujeres de 13 a 17 años con Talento Académico que asisten al Programa DeLTA UCN [Talent and Gender: Reconstruction of the experience of adolescent women between the ages of 13 and 17 with academic talent who attend the DeLTA UCN Programme]. Boletin de Educación, Universidad Católica del Norte, 39, 1-28. https://www.researchgate.net/profile/Verena_Maso_Varas/publication/258499233_Talento_y_Genero_Reconstruccion_de_la_experiencia_de_adolescentes_mujeres_de_13_a_17_anos_con_Talento_Academico_que_asisten_al_Programa_DeLTA_UCN/links/00b4952857e55b681a000000.pdf
- Microsoft Foundation (2016). Why Europe’s girls aren’t studying STEM. https://news.microsoft.com/europe/features/dont-european-girls-like-science-technology/#sm.00001s38on4s1eopujl24aj97v6kn
- Miller, D. I., Eagly, A. H., & Linn, M. C. (2015). Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations. Journal of Educational Psychology, 107(3), 631-644. https://doi.org/10.1037/edu0000005
- Ministerio de Educación (2010). Decreto 341. Modifica decreto nº 230, de 2007, que establece normas que regulan el programa promoción de talentos en escuelas y liceos y fija texto refundido [Decree 341. Modifies Decree No. 230, of 2007, which establishes norms that regulate the talent promotion program in schools and high schools and establishes a consolidated text]. http://legislacion-oficial.vlex.cl/vid/modifica-talentos-liceos-refundido-240277002
- Ministerio de Educación. (2011). Becas y créditos educación superior. Beca de Nivelación Académica (propedéutico) [Scholarships and financial aid in higher education: Scholarship for academic remedial]. http://portal2010.becasycreditos.cl/beca_propedeutico.html
- Nagy, G., Watt, H. M. G., Eccles, J., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students’ mathematics self-concept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence, 20, 482-506. https://doi.org/10.1111/j.1532-7795.2010.00644.x
- National Association for Gifted Children (2020, June 15). What is Giftedness? https://www.nagc.org/
- Navarro, M., Förster, C., González, C., & González-Pose, P. (2016). Attitudes toward science: Measurement and psychometric properties of the test of science-related attitudes for its use in Spanish-speaking classrooms. International Journal of Science Education, 38(9), 1459-1482. https://doi.org/10.1080/09500693.2016.1195521
- Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High ability studies, 13(1), 59-74. https://doi.org/10.1080/13598130220132316
- Ogbuehi, P. I., & Fraser, B. J. (2007). Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics. Learning Environments Research, 10(2), 101-114. https://doi.org/10.1007/s10984-007-9026-z
- Olson, C. L. (1979). Practical considerations in choosing a MANOVA test statistic: A rejoinder to Stevens. Psychological Bulletin, 86(6), 1350-1352. https://doi.org/10.1037/0033-2909.86.6.1350
- Organisation for Economic Co-operation and Development (2008). Informe PISA 2006, Competencias científicas para el mundo del mañana [PISA 2006 Report, Scientific Competences for Tomorrow’s World]. Santillana.
- Organisation for Economic Co-operation and Development (2014). PISA 2012 Results: What Students Know and Can Do - Student Performance in Mathematics, Reading and Science. OECD Publishing, 1. https://doi.org/10.1787/19963777
- Organisation for Economic Co-operation and Development (2015). The ABC of Gender Equality in Education: Aptitude, Behaviour, Confidence. OECD Publishing. https://doi.org/10.1787/9789264229945-en
- Osandón, L., Caro, M., Magendzo, A., Abraham, M., Lavín, S., González, F., & Cabaluz, J. F. (2018). Estado, mercado y currículum escolar: la experiencia chilena (1964-2018) [State, market and school curriculum: the Chilean experience (1964-2018)]. Reflexiones en curso, Nº 20, Serie Cuestiones actuales y fundamentales del currículo, el aprendizaje y la evaluación [Ongoing Reflections, No. 20, Current and Fundamental Issues of Curriculum, Learning and Assessment Series]. IBE-UNESCO. https://www.researchgate.net/publication/326424061_Osandon_et_al_2018_Estado_mercado_y_curriculum_escolar_la_experiencia_chilena_1964-2018_Reflexiones_en_curso_N_20_Serie_Cuestiones_actuales_y_fundamentales_del_curriculo_el_aprendizaje_y_la_evaluacion?channel=doi&linkId=5b4cc2c50f7e9b240fe4eb2c&showFulltext=true
- Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary educational psychology, 24(2), 124-139. https://doi.org/10.1006/ceps.1998.0991
- Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34, 29-48. https://doi.org/10.1080/01443410.2013.797339
- Peer, J., & Fraser, B. (2015). Sex, grade-level and stream differences in learning environment and attitudes to science in Singapore primary schools. Learning Environments Research, 18(1), 143-16. https://doi.org/10.1007/s10984-013-9142-x
- Plieninger, H., & Dickhäuser, O. (2015). The female fish is more responsive: gender moderates the bflpe in the domain of science. Educational Psychology, 35, 213-227. https://doi.org/10.1080/01443410.2013.814197
- Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and average ability students. Gifted Child Quarterly, 52, 146-159. https://doi.org/10.1177/0016986208315834
- Preckel, F., Zeidner, M., Goetz, T., & Schleyer, E. J. (2008). Female ‘big fish’ swimming against the tide: the ‘big-fish-little-pond effect’ and gender-ratio in special gifted classes. Contemporary Education Psychology, 33(1), 78-96. https://doi.org/10.1016/j.cedpsych.2006.08.001
- Probst, J. R. (2019). A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration (Doctoral dissertation), Liberty University. https://core.ac.uk/download/pdf/213463554.pdf
- Raven, J., Raven, J. C., & Court, J. H. (1993). Test de Matrices Progresivas (Manual). Paidós.
- Recber, S., Isiksal, M., & Koç, Y. (2018). Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type. Anales de Psicología/Annals of Psychology, 34(1), 41-51. https://doi.org/10.6018/analesps.34.1.229571
- Reilly, D., Neumann, D., & Andrews, G. (2019). Investigating Gender Differences in Mathematics and Science: Results from the 2011 Trends in Mathematics and Science Survey. Research in science education, 49, 25-50. https://doi.org/10.1007/s11165-017-9630-6
- Roa-Tampe, K., Castillo-Hermosilla, H., Valdivia-Lefort, M., Briseño Ossandon, M., Gómez-Arízaga, M., Navarro, M., Martin, A., Rivera-Lino, B., & Conejeros-Solar, M. (2020). Autoconcepto y alta capacidad: influencia de estereotipos de género y programas de enriquecimiento [Self-concept and high ability: influence of gender stereotypes and enrichment programs]. Revista Espacios, 41(17). https://www.revistaespacios.com/a20v41n17/20411714.html
- Rudasill, K. M., Capper, M. R., Foust, R. C., Callahan, C. M., & Albaugh, S. B. (2009). Grade and Gender Differences in Gifted Students’ Self-Concepts. Journal for the Education of the Gifted, 32(3), 340-367. https://doi.org/10.4219/jeg-2009-862
- Scantebury, K., & Baker, D. (2007). Gender issues in science education research: Remembering where the differences lie. In S. Abell & N. Lederman (Eds.), Handbook of Research on science education (pp. 257-286). Lawrence Erlbaum. https://www.researchgate.net/publication/274523811_Comparative_Study_on_Pre-Service_Science_Teachers’_Self-Efficacy_Beliefs_of_Teaching_in_Kenya_and_the_United_States_of_America_USA
- Schunk, D. H., & DiBenedetto, M. K. (2016). Self-Efficacy Theory in Education. In K. R. Wentzel & David B. (Eds.), Handbook of Motivation at School (pp. 34-54). Routledge Handbooks Online. https://www.routledgehandbooks.com/doi/10.4324/9781315773384.ch3
- Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629. https://doi.org/10.1037/0003-066X.52.6.613
- Turki, J., & Al-Qaisi, L. (2012). Adjustment problems and self-efficacy among gifted students in Salt Pioneer Center. Int J EduSci, 4(1), 1-6. https://doi.org/10.1080/09751122.2012.11890020
- Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34(1), 89-101. https://doi.org/10.1016/j.cedpsych.2008.09.002
- Valenti, S., Masnick, A., Cox, B., & Osman, C. (2016). Adolescents’ and Emerging Adults’ Implicit Attitudes about STEM Careers: “Science Is Not Creative”. Science Education International, 27(1), 40-58.
- Vera, A., Castejón, J., Miñano, P., & Gilar-Corbí, R. (2019). Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico [Attitudes in early adolescence and academic performance: the mediating role of academic self-concept]. Revista de Psicodidáctica, 24(1), 71-77. https://doi.org/10.1016/j.psicoe.2018.11.002
- Villarroel, V. (2001). Relación entre autoconcepto y rendimiento académico [Relationship between self-concept and academic performance]. PSYKHE, 10(1), 3-18. http://www.psykhe.cl/index.php/psykhe/article/view/418
- Webb-Williams, J. (2018). Science self-efficacy in the primary classroom: Using mixed methods to investigate sources of self-efficacy. Research in Science Education, 48(5), 939-961. https://doi.org/10.1007/s11165-016-9592-0
- Young, J. L., Young, J. R., & Ford, D. Y. (2019) Culturally Relevant STEM Out-of-School Time: A Rationale to Support Gifted Girls of Color, Roeper Review, 41(1), 8-19. https://doi.org/10.1080/02783193.2018.1553215
- Zalazar, M. F., Aparicio, M. M. D., Ramírez, C. M., & Garrido, S. J. (2011). Estudios Preliminares de Adaptación de la Escala de Fuentes de Autoeficacia para Matemáticas [Preliminary Studies of Adaptation of the Scale of Sources of Self-efficacy for Mathematics]. Revista Argentina de Ciencias del Comportamiento, 3(2), 1-6. http://www.redalyc.org/articulo.oa?id=333427073001
- Zohar, A., & Sela, D. (2003). Her physics, his physics: Gender issues in Israeli advanced placement physics classes, International Journal of Science Education, 25(2), 245-268. https://doi.org/10.1080/09500690210126766
How to cite this article
APA
Gómez-Arízaga, M. P., Navarro, M., Martin, A., Roa-Tampe, K., Conejeros-Solar, M. L., Kronborg, L., Valdivia-Lefort, M., Castillo-Hermosilla, H., & Rivera-Lino, B. (2020). Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1929. https://doi.org/10.29333/ejmste/9374
Vancouver
Gómez-Arízaga MP, Navarro M, Martin A, Roa-Tampe K, Conejeros-Solar ML, Kronborg L, et al. Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation. EURASIA J Math Sci Tech Ed. 2020;16(12):em1929. https://doi.org/10.29333/ejmste/9374
AMA
Gómez-Arízaga MP, Navarro M, Martin A, et al. Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation. EURASIA J Math Sci Tech Ed. 2020;16(12), em1929. https://doi.org/10.29333/ejmste/9374
Chicago
Gómez-Arízaga, María P., Marianela Navarro, Annjeannette Martin, Karin Roa-Tampe, María Leonor Conejeros-Solar, Leonie Kronborg, Marieta Valdivia-Lefort, Hernán Castillo-Hermosilla, and Bárbara Rivera-Lino. "Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 12 (2020): em1929. https://doi.org/10.29333/ejmste/9374
Harvard
Gómez-Arízaga, M. P., Navarro, M., Martin, A., Roa-Tampe, K., Conejeros-Solar, M. L., Kronborg, L., . . . Rivera-Lino, B. (2020). Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1929. https://doi.org/10.29333/ejmste/9374
MLA
Gómez-Arízaga, María P. et al. "Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 12, 2020, em1929. https://doi.org/10.29333/ejmste/9374