How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions? An Intersectional Analysis of Students' Gender and Immigrant Background
- DOI
- 10.15488/19613
- Published
- 2024
- Container
- Not recorded
- Publisher
- Göttingen : Hogrefe
- Open access
- yes
Credibility signals
limited evidence Score 47/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
Show all credibility signals
- cautionDOI registered: No matching Crossref record was present in this response.
- cautionDOI resolves: No matching Crossref record was present in this response.
- not scoredDirectory of Open Access Journals: No matching DOAJ record was present in this response. No allow-list match; this is not evidence of low credibility.
- not scoredMEDLINE indexed: Not checked or no result supplied; no credibility inference made.
- not scoredOpenAlex core source: Not checked or no result supplied; no credibility inference made.
- not scoredKnown publisher allow-list: Not checked or no result supplied; no credibility inference made.
- not scoredROR affiliation: Not checked or no result supplied; no credibility inference made.
- not scoredRetraction Watch retraction: No retraction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch expression of concern: No expression of concern notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch correction: No correction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch reinstatement: No reinstatement notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- supportingOpen access status: Normalized open-access status: open.
- supportingPublication license: A publication license was supplied: https://creativecommons.org/licenses/by/4.0/legalcode. Presence improves reuse transparency, not research validity.
- not scoredPublication version: A publication version was supplied but is not scored.
- cautionMetadata completeness: 5 of 6 scored descriptive metadata groups are present; missing fields increase uncertainty.
Cite this work
BibTeX
@article{allodium:10.15488/19613,
title = {How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions? An Intersectional Analysis of Students' Gender and Immigrant Background},
author = {Höhne, Elisabeth and Lotz, Christin and Deiglmayr, Anne and Zander, Lysann},
year = {2024},
doi = {10.15488/19613},
url = {https://doi.org/10.15488/19613}
}RIS
TY - JOUR TI - How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions? An Intersectional Analysis of Students' Gender and Immigrant Background AU - Höhne, Elisabeth AU - Lotz, Christin AU - Deiglmayr, Anne AU - Zander, Lysann PY - 2024 DO - 10.15488/19613 UR - https://doi.org/10.15488/19613 ER -
APA
Elisabeth, H., Christin, L., Anne, D., & Lysann, Z. (2024). How Do Perceived Instructors' Mindset Beliefs Influence STEM Students' Belonging Uncertainty and Dropout Intentions? An Intersectional Analysis of Students' Gender and Immigrant Background. https://doi.org/10.15488/19613
Source records
- datacite · retrieved 2026-09-25T17:38:25.576Z