The psychosocial experience of high school girls highly susceptible to stereotype threat: A phenomenological study (Record no. 8305)
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| fixed length control field | 01831nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241010162228.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241010b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 0022-0671 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | DSSC |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | Per/370.15/P584/2016 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Picho, Katherine |
| 9 (RLIN) | 11549 |
| 130 ## - MAIN ENTRY--UNIFORM TITLE | |
| Uniform title | The Journal of Educational Research |
| 9 (RLIN) | 11399 |
| 245 ## - TITLE STATEMENT | |
| Title | The psychosocial experience of high school girls highly susceptible to stereotype threat: A phenomenological study |
| Statement of responsibility, etc | by Katherine Picho |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 608-623 |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Volume number/sequential designation | 109(6) |
| International Standard Serial Number | 0022-0671 |
| 500 ## - GENERAL NOTE | |
| General note | The author used phenomenology to explore the subjective experience of ninth-grade girls susceptible to mathematics-related stereotype threat in their authentic learning environments. The sample constituted students categorized as either having low or high susceptibility to stereotype threat (SST) enrolled in Honors mathematics classes at an urban high school in the Northeast United States. Results showed that high-SST students experienced a wide range of negative emotions regarding both mathematics and its learning context. Emotions commonly experienced by this group included low self-efficacy and hopelessness specific to learning mathematics, frustration, and feelings of isolation (both social and intellectual) in their classes. Experiences common to these students were perceived differential teacher treatment, and stereotype endorsement linking mathematics ability to fixed traits such as race or genetics. Low SST students, on the other hand, experienced positive relationships with their teachers, positive schooling experiences, and a malleable view of intelligence. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Girls-Education |
| 9 (RLIN) | 11550 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Educational psychology |
| 9 (RLIN) | 11524 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Periodical Indexing |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Total Checkouts | Full call number | Date last seen | Price effective from | Koha item type | Coded location qualifier |
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| Dewey Decimal Classification | DSSC LEARNING RESOURCE CENTER | DSSC LEARNING RESOURCE CENTER | 2024-10-10 | Per/370.15/P584/2016 | 2024-10-10 | 2024-10-10 | Periodical Indexing |