Gender development, self-conscious emotion and STEM attitudes in adolescence.
Dr. Nicole Else-Quest's research interests lie at the intersection of gender and emotions and attitudes about the self and academics. Using a variety of methods - including longitudinal studies, meta-analysis, behavioral observations and surveys - research in her lab focuses on gender differences in emotions (e.g., anxiety, pride) and attitudes (e.g. self-concept, confidence and value) about science, technology, engineering and mathematics (STEM). Despite gender similarities in STEM achievement, gender differences persist in STEM emotions and attitudes; Dr. Else-Quest's research examines factors that are linked to variations in these gender gaps. Previous projects in this line of research include a meta-analysis of cross-national variations in gender differences in STEM achievement, attitudes and emotions; current projects include a longitudinal study of how gender differences in STEM attitudes and emotions vary across major ethnic groups over the course of adolescence, as well as an examination of links between single-sex high schools and attitudes and emotions about STEM.
Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics achievement, attitudes, & affect: A meta-analysis. Psychological Bulletin, 136, 103-127.
Else-Quest, N. M., Hyde, J. S., & Hejmadi, A. (2008). Mother and child emotions during mathematics homework. Mathematical Thinking and Learning, 10, 5-35.
Else-Quest, N. M., Hyde, J. S., Goldsmith, H. H., & Van Hulle, C. (2006). Gender differences in temperament: A meta-analysis. Psychological Bulletin, 132, 33-72.
Hyde, J. S., Else-Quest , N. M., Alibali, M.W., Knuth, E., & Romberg, T. (2006). Mathematics in the home: Mother-child interactions doing mathematics. Journal of Mathematical Behavior, 25, 136-152.
Else-Quest, N. M., Hyde, J. S., & DeLamater, J. D. (2005). Context counts: Long-term sequelae of premarital intercourse or abstinence. Journal of Sex Research, 42, 102-112.