MARC details
| 000 -LEADER |
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| fixed length control field |
02046nam a22002297a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221104134740.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
221104b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Retelsdorf, Jan |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
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| Title |
“Michael can’t read!” Teachers’ gender stereotypes and boys’ reading self-concept. |
| Statement of responsibility, etc. |
created by Jan Retelsdorf, Schwartz, K., & Asbrock, F |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Germany |
| Name of producer, publisher, distributor, manufacturer |
American Psychological Association |
| Date of production, publication, distribution, manufacture, or copyright notice |
2014 |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Volume/sequential designation |
Volume , number , |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
According to expectancy-value theory, the gender stereotypes of significant others such as parents, peers, or teachers affect students’ competence beliefs, values, and achievement-related behavior. Stereotypically, gender beliefs about reading favor girls. The aim of this study was to investigate whether teachers’ gender stereotypes in relation to reading—their belief that girls outperform boys—have a negative effect on the reading self-concept of boys, but not girls. We drew on a longitudinal study comprising two occasions of data collection: toward the beginning of Grade 5 (T1) and in the second half of Grade 6 (T2). Our sample consisted of 54 teachers and 1,358 students. Using multilevel modeling, controlling for T1 reading self-concept, reading achievement, and school track, we found a negative association between teachers’ gender stereotype at T1 and boys’ reading self-concept at T2, as expected. For girls, this association did not yield a significant result. Thus, our results provide empirical support for the idea that gender differences in self-concept may be due to the stereotypical beliefs of teachers as significant others. In concluding, we discuss what teachers can do to counteract the effects of their own gender stereotypes. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
gender sterotypes |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
reading self - concept |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://doi.org/10.1037/a0037107 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |