English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The article attempts to answer the question why females prefer humanities/social studies, whereas males opt for technology/science. For this purpose, the study majors selected by 445 females and 431 males were linked by logit functions with: (1) parents’ and (2) teachers’ expectancies, (3) students’ self-expectancies, (4) their self-concepts of abilities and (5) time spent on learning mathematics and (6) literacy, (7) test results in mathematics and (8) literacy, (9) gender of mathematics, and (10) literacy teacher in the 12th grade. Interaction effects of the mathematics and literacy teacher’s gender with the abovementioned predictors were also quantified. Females’ selections were mostly influenced by teachers’ expectancies, while for males, by their self-concepts. The teacher’s gender modified tested relations in five (females) and nine (males) cases. The results were discussed on the grounds of the theory of intra- and interpersonal expectancies as learning regulators.

social psychology of education

Why do females choose to study humanities or social sciences, while males prefer technology or science? Some intrapersonal and interpersonal predictors