How Gender Identity, Math-Gender Stereotype, Math Self-Concept and Math Anxiety are Related to Math Achievement in Elementary School Children

von Bergen, Alexander

DOI: 10.3929/ethz-b-000636307
Published: 2023
Container: Not recorded
Publisher: ETH Zurich
Open access: no

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Cite this work

BibTeX

@article{allodium:10.3929/ethz-b-000636307,
  title = {How Gender Identity, Math-Gender Stereotype, Math Self-Concept and Math Anxiety are Related to Math Achievement in Elementary School Children},
  author = {von Bergen, Alexander},
  year = {2023},
  doi = {10.3929/ethz-b-000636307},
  url = {https://doi.org/10.3929/ethz-b-000636307}
}

RIS

TY  - JOUR
TI  - How Gender Identity, Math-Gender Stereotype, Math Self-Concept and Math Anxiety are Related to Math Achievement in Elementary School Children
AU  - von Bergen, Alexander
PY  - 2023
DO  - 10.3929/ethz-b-000636307
UR  - https://doi.org/10.3929/ethz-b-000636307
ER  -

APA

Alexander, V. B. (2023). How Gender Identity, Math-Gender Stereotype, Math Self-Concept and Math Anxiety are Related to Math Achievement in Elementary School Children. https://doi.org/10.3929/ethz-b-000636307

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datacite · retrieved 2026-11-10T11:32:30.072Z