A quantitative and qualitative examination of the influence of the normative and perceived school environments of a coeducational public school vs. a single-sex Catholic school on ninth-grade girls' science self-concept and anxiety in the area of science education
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Purpose of Study
Confidence SelfConcept and Science SelfConcept
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12 coeducational females 12 single-sex AAUW adolescent subculture Alpha coefficients Anxiety scale area of science attending a single-sex attending an urban attitudes toward science boys Campbell Catholic School Settings coeducational and single-sex coeducational environment coeducational public school coeducational school coeducational setting confidence developed differential socialization Educational Psychology Educational Research feel female students Fennema focus group gender gap gender role girls attending grade High anxiety high school influence John's University Journal of Educational learned helplessness learning males and females math self-concept mathematics mathematics anxiety ninth-grade one-way ANOVA parents qualitative research quantitative portion Research in Science role models SaaS Sadker school environment school type science anxiety science careers science classes science courses Science Education science self-concept science state anxiety science teacher science trait anxiety self-confidence Sex differences sexism single-sex and coeducational single-sex Catholic school single-sex education single-sex environment single-sex females single-sex setting Spielberger stereotyping suggest Trickett urban coeducational public