Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Academically Gifted | 1 |
| Attitude Measures | 1 |
| Enrichment Activities | 1 |
| Females | 1 |
| Foreign Countries | 1 |
| Gender Bias | 1 |
| Gender Differences | 1 |
| Grade 10 | 1 |
| High School Students | 1 |
| STEM Education | 1 |
| Scientific Attitudes | 1 |
| More ▼ | |
Source
| EURASIA Journal of… | 1 |
Author
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Grade 10 | 1 |
| High Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Chile | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Piers Harris Childrens Self… | 1 |
| Raven Progressive Matrices | 1 |
| Test of Science Related… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textGómez-Arízaga, María P.; Navarro, Marianela; Martin, Annjeannette; Roa-Tampe, Karin; Conejeros-Solar, María Leonor; Kronborg, Leonie; Valdivia-Lefort, Marieta; Castillo-Hermosilla, Hernán; Rivera-Lino, Bárbara – EURASIA Journal of Mathematics, Science and Technology Education, 2020
This article contributes to the study of the gender gap for women in STEM, by exploring the socio-emotional dimensions of gifted girls with positive attitudes toward math and science, as measured by the TOSRA and TOMRA. The variables of self-concept, self-efficacy, and gender stereotype identification were examined, using the Piers-Harris…
Descriptors: STEM Education, Gender Bias, Gender Differences, Females
