Attributional patterns and perceptions of math and science among fifth-grade through seventh-grade girls and boys.

A culturally and economically diverse group of fifth to seventh graders (n = 361) from Boston-area public schools rated their perceptions for liking and difficulty of core academic subjects, including math and science, and their attributions for explaining performance on a math test. Inconsistent w...

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Detalles Bibliográficos

Publicado en:	Sex Roles Vol. 35; pp. 489 - 507
Autor principal:	Gilbert, Melissa C.
Formato:	Artículo
Publicado:	Springer Science & Business Media B.V. October 1996
Materias:	Attribution (Social psychology) Academic achievement Social perception Gender differences (Psychology) Child psychology
Acceso en línea:	Ver este registro en EBSCOhost