POPS Selected References

Baker, D., & Leary, R. (1995). Letting girls speak out about science. Journal of Research in Science Teaching, 32(1), 3-27.

Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955- 970. 

Britner, S. L., & Pajares, F. (2006).  Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499. 

DeBacker, T. K., & Nelson, M. R. (2001). Motivation to learn science: Differences related to gender, class type, and ability. Journal of Educational Research, 93(4), 245-254.

Farenga, S. J., & Joyce, B. A. (1999). Intentions of young students to enroll in science courses in the future: An examination of gender differences. Science Education, 83, 55–75.

Häussler, P., & Hoffmann, L. (2000). A curricular frame for physics education: Development, comparison with students’ interests, and impact on students’ achievement and self-concept. Science Education, 84(6), 689-705.

Häussler, P., & Hoffmann, L. (2002). An intervention study to enhance girls’ interest, self-concept, and achievement in physics classes. Journal of Research in Science Teaching, 39 (9), 870-888.   

Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84(2), 180-192.

Lee, J. (1998). Which kids can become scientists? Effects of gender, self-concepts, and perceptions of scientists. Social Psychology Quarterly, 61, 199–219.

Meece, J. L., & Jones, M. G. (1996).  Gender differences in motivation and strategy use in science: Are girls rote learners? Journal of Research in Science Teaching, 33(4), 393-406. 

Trend, R. (2005). Individual, situational and topic interest in geosciences among 11-and 12-year-old children. Research Papers in Education, 20(3), 271-302.    

Usher, E. L., & Pajares, F. (2006). Inviting confidence in school: Invitations as a critical source of the academic self-efficacy beliefs of entering middle school students. Journal of Invitational Theory and Practice, 12, 7-16.  

Weisgram, E. S., & Bigler, R. S. (2007). Effects of learning about gender discrimination on adolescent girls’ attitudes toward and interest in science. Psychology of Women Quarterly, 31, 262-269.