The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation

Oppermann, ElisaElisaOppermann0000-0003-1286-5725Brunner, MartinMartinBrunnerAnders, YvonneYvonneAnders2019-12-042019-12-0420191041-6080https://fis.uni-bamberg.de/handle/uniba/46834engThe interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivationarticle10.1016/j.lindif.2019.01.006