Anna‐Lena Dicke
Biographic Data
| ID | 4979539 |
|---|---|
| NAME | Anna‐Lena Dicke |
| GIVEN NAMES | Anna‐Lena |
| FAMILY NAME | Dicke |
| SIGNATURE | DICKE A L |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0001-8816-455X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 58 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
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 …
Not a pipeline but a highway
Current concerns with diversifying and expanding the STEM workforce has elicited extensive efforts to increase women's adherence to a “no leak pipeline” to match that of men. However, is such a trajectory optimal for boosting women's STEM career attainment? If so, among which types of STEM occupations? Moreover, studies have often suggested that women are underrepresented primarily in the pipeline of “white-collar”, mathematical, engineering, phy…
“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
Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework
This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Tran…
Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students’ responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students’ responsiveness to two written in…
Social, dimensional, and temporal comparisons by students and parents
Wolff F, Wigfield A, Möller J, Dicke A-L, Eccles JS. Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school. Journal of Educational Psychology . 2020;112(8):1644-1660
Profiles of motivational beliefs in math
Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achieve…
Dynamics of classroom motivation
Robin Hood effects on motivation in math
Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (M age = 14.62, SD age = 0.47) and t…
Schooling
More value through greater differentiation
Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on inconsistencies in research findings on gender differences in math values that might partially be due to d…
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students…
Beyond quantitative decline
Research has shown that the average values for academic interest decrease during adolescence. Looking beyond such quantitative decline, we explored qualitative change of interest in the domain of mathematics across adolescence. Study 1 was based on a longitudinal data set (annual assessments from Grade 5 to Grade 9; N = 3,193). Latent variable modeling showed that the measurement coefficients of the latent variable of interest (intercepts, struct…
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students…
Beyond quantitative decline
Research has shown that the average values for academic interest decrease during adolescence. Looking beyond such quantitative decline, we explored qualitative change of interest in the domain of mathematics across adolescence. Study 1 was based on a longitudinal data set (annual assessments from Grade 5 to Grade 9; N = 3,193). Latent variable modeling showed that the measurement coefficients of the latent variable of interest (intercepts, struct…
Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework
This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Tran…
Parents’ Math Gender Stereotypes and Their Correlates
Robin Hood effects on motivation in math
Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (M age = 14.62, SD age = 0.47) and t…
Beyond quantitative decline
Research has shown that the average values for academic interest decrease during adolescence. Looking beyond such quantitative decline, we explored qualitative change of interest in the domain of mathematics across adolescence. Study 1 was based on a longitudinal data set (annual assessments from Grade 5 to Grade 9; N = 3,193). Latent variable modeling showed that the measurement coefficients of the latent variable of interest (intercepts, struct…
Schooling
More value through greater differentiation
Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on inconsistencies in research findings on gender differences in math values that might partially be due to d…
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students…
Robin Hood effects on motivation in math
Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (M age = 14.62, SD age = 0.47) and t…
Dynamics of classroom motivation
Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students’ responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students’ responsiveness to two written in…
Social, dimensional, and temporal comparisons by students and parents
Wolff F, Wigfield A, Möller J, Dicke A-L, Eccles JS. Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school. Journal of Educational Psychology . 2020;112(8):1644-1660
Profiles of motivational beliefs in math
Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achieve…
Teachers caring for students and students caring for math
Motivational profiles across domains and academic choices within Eccles et al.’s situated expectancy–value theoretical framework
This longitudinal person-centered study aimed to identify profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, English, biology, and physics in Grades 10 and 12. We were interested in gendered changes of profile membership, and in relations between profile membership and educational and occupational outcomes in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Tran…
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…
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 …
Not a pipeline but a highway
Current concerns with diversifying and expanding the STEM workforce has elicited extensive efforts to increase women's adherence to a “no leak pipeline” to match that of men. However, is such a trajectory optimal for boosting women's STEM career attainment? If so, among which types of STEM occupations? Moreover, studies have often suggested that women are underrepresented primarily in the pipeline of “white-collar”, mathematical, engineering, phy…
Psychology (16 works) · Education, Achievement, and Giftedness (13 works) · Developmental psychology (12 works) · Social Psychology (12 works) · Mathematics education (8 works) · Early Childhood Education and Development (6 works) · Ethnic group (5 works) · Motivation and Self-Concept in Sports (5 works) · Demography (3 works) · Mathematics (3 works)