Titlebook: Gender in STEM Education in the Arab Gulf Countries; Martina Dickson,Melissa McMinn,Dean Cairns Book 2023 The Editor(s) (if applicable) an

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Interface Controlled Organic Thin Filmsthe study. For the male-only group, epistemological beliefs about science negated the negative relationship between science achievement and interest in science, and the direct effect of extrinsic motivation on science achievement was stronger than for females. These findings provide evidence relatin

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Amarsaikhan Bazar,Bayarchimeg Batbayarmale teachers have been found to influence girls’ gender-related beliefs about who is good at mathematics, which in turn negatively affects girls’ mathematics achievement. Given that females make up the majority of the primary school teaching profession in the United Arab Emirates, the context for t

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Interface Oral Health Science 2016 0.001 and . = 19.00, . = 0.86, . < 0.001, respectively). However, statistically significant differences in the strength of the relationships between girls and boys in both countries were not observed. In this chapter, suggestions for improvements to curriculum, practice and science education (parti

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Results of the Experimental Study,ng and university experiences have played in their lives as they have forged this path. In school, key themes that emerge are the positive impact which a teacher’s care and concern about a student has, as well as the capacity of exposure to STEM experiences to ignite an interest and engagement in le

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‘Science is a Boys’ Subject’—Changing Perceptions in the Arabian Gulftudents in the Gulf Cooperation Council (GCC) region responding favourably to survey questions about liking, feeling confident in and valuing, science. Current strategies to overcome stereotypes; boost STEM self-efficacy, particularly for female students; positively utilise the influence of teachers

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Epistemological Beliefs About Science and Their Relations to Gender, Attitudes to Science and Sciencthe study. For the male-only group, epistemological beliefs about science negated the negative relationship between science achievement and interest in science, and the direct effect of extrinsic motivation on science achievement was stronger than for females. These findings provide evidence relatin

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