Nayssan Safavian
Biographic Data
| ID | 4089015 |
|---|---|
| NAME | Nayssan Safavian |
| GIVEN NAMES | Nayssan |
| FAMILY NAME | Safavian |
| SIGNATURE | SAFAVIAN N |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0001-7765-2363 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The relations between math expectancy-value belief development and STEM outcomes among Asian and Latine adolescents
Girls and Boys Typically Have Similar Math Value Beliefs
INTRODUCTION: Individuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent. The goal of this study was to use three existing datasets to help clarify when gender differences emerge for high school adolescents and for whom (i.e., adolescents across historical time, grade level, and race/ethnicity). Specifically, we examined …
Networks and directed acyclic graphs
“Who’s Better at Math, Boys or Girls?”
Though adults tend to endorse the stereotype that boys are better than girls in math, children tend to favor their own gender or be gender egalitarian. When do individuals start endorsing the traditional stereotype that boys are better? Using two longitudinal U.S. datasets that span 1993 to 2011, we examined three questions: (1) What are the developmental changes in adolescents’ gender stereotypes about math abilities from early to late adolescen…
Parents’ Math Gender Stereotypes and Their Correlates
Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood
Social support has a well-documented impact on adolescent educational success. Nonetheless, there has been less focus on the relationship between social supports and educational attainment for Latinas. Using a sample of 138 Hispanic females (ages 25–31) from an ongoing longitudinal National Science Foundation (NSF)-funded study (2004–present), we identified key sources of social support (family, teachers, and peers) and types of social support (e…
Teachers caring for students and students caring for math
Teachers caring for students and students caring for math
Parents’ Math Gender Stereotypes and Their Correlates
Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood
Social support has a well-documented impact on adolescent educational success. Nonetheless, there has been less focus on the relationship between social supports and educational attainment for Latinas. Using a sample of 138 Hispanic females (ages 25–31) from an ongoing longitudinal National Science Foundation (NSF)-funded study (2004–present), we identified key sources of social support (family, teachers, and peers) and types of social support (e…
“Who’s Better at Math, Boys or Girls?”
Though adults tend to endorse the stereotype that boys are better than girls in math, children tend to favor their own gender or be gender egalitarian. When do individuals start endorsing the traditional stereotype that boys are better? Using two longitudinal U.S. datasets that span 1993 to 2011, we examined three questions: (1) What are the developmental changes in adolescents’ gender stereotypes about math abilities from early to late adolescen…
Networks and directed acyclic graphs
Girls and Boys Typically Have Similar Math Value Beliefs
INTRODUCTION: Individuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent. The goal of this study was to use three existing datasets to help clarify when gender differences emerge for high school adolescents and for whom (i.e., adolescents across historical time, grade level, and race/ethnicity). Specifically, we examined …
The relations between math expectancy-value belief development and STEM outcomes among Asian and Latine adolescents
Psychology (6 works) · Social Psychology (6 works) · Developmental psychology (5 works) · Education, Achievement, and Giftedness (5 works) · Ethnic group (4 works) · Early Childhood Education and Development (2 works) · Educational attainment (2 works) · Expectancy theory (2 works) · Gender Roles and Identity Studies (2 works) · Gender Studies (2 works)