These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

272 related articles for article (PubMed ID: 26053150)

  • 41. Girls' comparative advantage in reading can largely explain the gender gap in math-related fields.
    Breda T; Napp C
    Proc Natl Acad Sci U S A; 2019 Jul; 116(31):15435-15440. PubMed ID: 31308226
    [TBL] [Abstract][Full Text] [Related]  

  • 42. The reciprocal internal/external frame of reference model using grades and test scores.
    Möller J; Zimmermann F; Köller O
    Br J Educ Psychol; 2014 Dec; 84(Pt 4):591-611. PubMed ID: 24953631
    [TBL] [Abstract][Full Text] [Related]  

  • 43. Work preferences, life values, and personal views of top math/science graduate students and the profoundly gifted: Developmental changes and gender differences during emerging adulthood and parenthood.
    Ferriman K; Lubinski D; Benbow CP
    J Pers Soc Psychol; 2009 Sep; 97(3):517-32. PubMed ID: 19686005
    [TBL] [Abstract][Full Text] [Related]  

  • 44. Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?
    Reynolds MR; Scheiber C; Hajovsky DB; Schwartz B; Kaufman AS
    J Genet Psychol; 2015; 176(3-4):211-34. PubMed ID: 26135387
    [TBL] [Abstract][Full Text] [Related]  

  • 45. Helping parents to motivate adolescents in mathematics and science: an experimental test of a utility-value intervention.
    Harackiewicz JM; Rozek CS; Hulleman CS; Hyde JS
    Psychol Sci; 2012 Aug; 23(8):899-906. PubMed ID: 22760887
    [TBL] [Abstract][Full Text] [Related]  

  • 46. Students' multidimensional profiles of math engagement: Predictors and outcomes from a self-system motivational perspective.
    Miller CJ; Perera HN; Maghsoudlou A
    Br J Educ Psychol; 2021 Mar; 91(1):261-285. PubMed ID: 32567681
    [TBL] [Abstract][Full Text] [Related]  

  • 47. Do girls really experience more anxiety in mathematics?
    Goetz T; Bieg M; Lüdtke O; Pekrun R; Hall NC
    Psychol Sci; 2013 Oct; 24(10):2079-87. PubMed ID: 23985576
    [TBL] [Abstract][Full Text] [Related]  

  • 48. Ability differences among people who have commensurate degrees matter for scientific creativity.
    Park G; Lubinski D; Benbow CP
    Psychol Sci; 2008 Oct; 19(10):957-61. PubMed ID: 19000201
    [TBL] [Abstract][Full Text] [Related]  

  • 49. A longitudinal examination of African American adolescents' attributions about achievement outcomes.
    Swinton AD; Kurtz-Costes B; Rowley SJ; Okeke-Adeyanju N
    Child Dev; 2011; 82(5):1486-500. PubMed ID: 21793818
    [TBL] [Abstract][Full Text] [Related]  

  • 50. Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association.
    Garon-Carrier G; Boivin M; Guay F; Kovas Y; Dionne G; Lemelin JP; Séguin JR; Vitaro F; Tremblay RE
    Child Dev; 2016; 87(1):165-75. PubMed ID: 26548456
    [TBL] [Abstract][Full Text] [Related]  

  • 51. Relative importance of students' expectancy-value beliefs as predictors of academic success in gateway math courses.
    Benden DK; Lauermann F
    Ann N Y Acad Sci; 2023 Mar; 1521(1):132-139. PubMed ID: 36653925
    [TBL] [Abstract][Full Text] [Related]  

  • 52. Academic self-concept in high school: predictors and effects on adjustment in higher education.
    Wouters S; Germeijs V; Colpin H; Verschueren K
    Scand J Psychol; 2011 Dec; 52(6):586-94. PubMed ID: 21843183
    [TBL] [Abstract][Full Text] [Related]  

  • 53. "You need to be super smart to do well in math!" Young children's field-specific ability beliefs.
    Jenifer JB; Jaxon J; Levine SC; Cimpian A
    Dev Sci; 2024 Jan; 27(1):e13429. PubMed ID: 37400969
    [TBL] [Abstract][Full Text] [Related]  

  • 54. Achievement-related expectancies, academic self-concept, and mathematics performance of academically underprepared adolescent students.
    House JD
    J Genet Psychol; 1993 Mar; 154(1):61-71. PubMed ID: 8331332
    [TBL] [Abstract][Full Text] [Related]  

  • 55. Longitudinal relations between South Korean adolescents' academic self-efficacy and values in mathematics and English.
    Lee YK; Seo E
    Br J Educ Psychol; 2021 Mar; 91(1):217-236. PubMed ID: 32484594
    [TBL] [Abstract][Full Text] [Related]  

  • 56. Women in Academic Science: A Changing Landscape.
    Ceci SJ; Ginther DK; Kahn S; Williams WM
    Psychol Sci Public Interest; 2014 Dec; 15(3):75-141. PubMed ID: 26172066
    [TBL] [Abstract][Full Text] [Related]  

  • 57. Positive academic emotions moderate the relationship between self-regulation and academic achievement.
    Villavicencio FT; Bernardo AB
    Br J Educ Psychol; 2013 Jun; 83(Pt 2):329-40. PubMed ID: 23692538
    [TBL] [Abstract][Full Text] [Related]  

  • 58. How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks.
    Gorges J; Göke T
    Br J Educ Psychol; 2015 Mar; 85(1):75-90. PubMed ID: 25557305
    [TBL] [Abstract][Full Text] [Related]  

  • 59. Associations between adolescent students' multiple domain task value-cost profiles and STEM aspirations.
    Vinni-Laakso J; Upadyaya K; Salmela-Aro K
    Front Psychol; 2022; 13():951309. PubMed ID: 36619107
    [TBL] [Abstract][Full Text] [Related]  

  • 60. Enriching the hierarchical model of achievement motivation: autonomous and controlling reasons underlying achievement goals.
    Michou A; Vansteenkiste M; Mouratidis A; Lens W
    Br J Educ Psychol; 2014 Dec; 84(Pt 4):650-66. PubMed ID: 25251866
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 14.