Encouraging Talented Girls in Math and Science: Effects of a Guidance Intervention

Autor/inn/en	Kerr, Barbara; Robinson Kurpius, Sharon E.
Titel	Encouraging Talented Girls in Math and Science: Effects of a Guidance Intervention
Quelle	In: High Ability Studies, 15 (2004) 1, S.85-102 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
Schlagwörter	High Risk Students; Intervention; Females; Self Efficacy; Science Careers; Science Achievement; Gifted; Mathematics Achievement; Career Choice + Suchen Sie Ihr Suchwort? Problemschüler; Weibliches Geschlecht; Self-efficacy; Selbstwirksamkeit; Begabter, Hoch Begabter; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Although gifted girls are closing the gap in math and science achievement, they continue to lose interest and drop out of math/science careers. An intervention was developed for talented at-risk young women that emphasized enhancing career identity and exploration, building science self-efficacy and self-esteem and reducing risky behaviors. Self-esteem, school self-efficacy, and future self-efficacy increased from pre-test to the 3- to 4-month follow-up. Girls significantly increased their seeking information about career and were likely to stay with nontraditional choices. The risk factor suicidality also decreased over this period. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10