ArticleBehavioral sciences (Basel, Switzerland)2022
The Place of Gender Stereotypes in the Network of Cognitive Abilities, Self-Perceived Ability and Intrinsic Value of School in School Children Depending on Sex and Preferences in STEM.
Article in Behavioral sciences (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 8 citations in OpenAlex.
- Gender Roles in Chinese Children's Picture Books: A Descriptive Content Analysis.Behavioral sciences (Basel, Switzerland) · 2026Article
- Comparing the Clique Percolation algorithm to other overlapping community detection algorithms in psychological networks: A Monte Carlo simulation study.Behavior research methods · 2024Article
- The Russian version of the Abbreviated Math Anxiety Scale: psychometric properties in adolescents aged 13-16 years.Frontiers in psychology · 2023Article
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Authors and funding
5 authors at 2 institutions in 2 countries.
Funding
Abstract
Adolescents face many barriers on the path towards a STEM profession, especially girls. We examine the gender stereotypes, cognitive abilities, self-perceived ability and intrinsic values of 546 Russian school children from 12 to 17 years old by sex and STEM preferences. In our sample, STEM students compared to no-STEM have higher cognitive abilities, intrinsic motivation towards math and science, are more confident in their math abilities and perceive math as being easier. Boys scored higher in science, math and overall academic self-efficacy, intrinsic learning motivation and math's importance for future careers. Meanwhile, girls displayed higher levels of gender stereotypes related to STEM and lower self-efficacy in math. A network analysis was conducted to identify the structure of psychological traits and the position of the stem-related stereotypes among them. The analysis arrived at substantially different results when adolescents were grouped by sex or preference towards STEM. It also demonstrated that gender stereotypes are connected with cognitive abilities, with a stronger link in the no-STEM group. Such stereotypes play a more important role for girls than boys and, jointly with the general self-efficacy of cognitive and academic abilities, are associated with the factors that distinguish groups of adolescents in their future careers.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.