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Transcending the gender dichotomy in educational gender gap research: the association between gender identity and academic self-efficacy

Wendelien Vantieghem (UGent) , Hans Vermeersch (UGent) and Mieke Van Houtte (UGent)
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Keywords
Gender identity, Intrasexual differences, Educational gender gap, Self-efficacy, PSYCHOSOCIAL ADJUSTMENT, HEGEMONIC MASCULINITY, COGNITIVE ENGAGEMENT, SCHOOL-STUDENTS, ACHIEVEMENT, BOYS, MOTIVATION, GIRLS, CLASSROOM, BELIEFS

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Citation

Please use this url to cite or link to this publication:

MLA
Vantieghem, Wendelien, Hans Vermeersch, and Mieke Van Houtte. “Transcending the Gender Dichotomy in Educational Gender Gap Research: The Association Between Gender Identity and Academic Self-efficacy.” CONTEMPORARY EDUCATIONAL PSYCHOLOGY 39.4 (2014): 369–378. Print.
APA
Vantieghem, W., Vermeersch, H., & Van Houtte, M. (2014). Transcending the gender dichotomy in educational gender gap research: the association between gender identity and academic self-efficacy. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 39(4), 369–378.
Chicago author-date
Vantieghem, Wendelien, Hans Vermeersch, and Mieke Van Houtte. 2014. “Transcending the Gender Dichotomy in Educational Gender Gap Research: The Association Between Gender Identity and Academic Self-efficacy.” Contemporary Educational Psychology 39 (4): 369–378.
Chicago author-date (all authors)
Vantieghem, Wendelien, Hans Vermeersch, and Mieke Van Houtte. 2014. “Transcending the Gender Dichotomy in Educational Gender Gap Research: The Association Between Gender Identity and Academic Self-efficacy.” Contemporary Educational Psychology 39 (4): 369–378.
Vancouver
1.
Vantieghem W, Vermeersch H, Van Houtte M. Transcending the gender dichotomy in educational gender gap research: the association between gender identity and academic self-efficacy. CONTEMPORARY EDUCATIONAL PSYCHOLOGY. 2014;39(4):369–78.
IEEE
[1]
W. Vantieghem, H. Vermeersch, and M. Van Houtte, “Transcending the gender dichotomy in educational gender gap research: the association between gender identity and academic self-efficacy,” CONTEMPORARY EDUCATIONAL PSYCHOLOGY, vol. 39, no. 4, pp. 369–378, 2014.
@article{5773060,
  author       = {Vantieghem, Wendelien and Vermeersch, Hans and Van Houtte, Mieke},
  issn         = {0361-476X},
  journal      = {CONTEMPORARY EDUCATIONAL PSYCHOLOGY},
  keywords     = {Gender identity,Intrasexual differences,Educational gender gap,Self-efficacy,PSYCHOSOCIAL ADJUSTMENT,HEGEMONIC MASCULINITY,COGNITIVE ENGAGEMENT,SCHOOL-STUDENTS,ACHIEVEMENT,BOYS,MOTIVATION,GIRLS,CLASSROOM,BELIEFS},
  language     = {eng},
  number       = {4},
  pages        = {369--378},
  title        = {Transcending the gender dichotomy in educational gender gap research: the association between gender identity and academic self-efficacy},
  url          = {http://dx.doi.org/10.1016/j.cedpsych.2014.10.001},
  volume       = {39},
  year         = {2014},
}

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