Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary and Postsecondary Course and Degree Field Choices.

Perez-Felkner L, Nix S, Thomas K

DOI: 10.3389/fpsyg.2017.00386
Published: 2017
Container: Frontiers in psychology
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2017.00386,
  title = {Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary and Postsecondary Course and Degree Field Choices.},
  author = {Perez-Felkner L and Nix S and Thomas K},
  year = {2017},
  journal = {Frontiers in psychology},
  doi = {10.3389/fpsyg.2017.00386},
  url = {https://doi.org/10.3389/fpsyg.2017.00386}
}

RIS

TY  - JOUR
TI  - Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary and Postsecondary Course and Degree Field Choices.
AU  - Perez-Felkner L
AU  - Nix S
AU  - Thomas K
PY  - 2017
JO  - Frontiers in psychology
DO  - 10.3389/fpsyg.2017.00386
UR  - https://doi.org/10.3389/fpsyg.2017.00386
ER  -

APA

L, P., S, N., & K, T. (2017). Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary and Postsecondary Course and Degree Field Choices.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2017.00386

Source records

pubmed · retrieved 2026-09-24T19:51:35.436Z