It would have been desirable to research these issues in a longitudinal design in an effort to achieve greater insight into causal relations and the development process of stereotypes, interests, achievements, and the individuals' self-concepts.
References Adler, N. Such self-assessments may belong to two frames of reference Rost et al. Teachers' support in the attribution of achievements Heller and Ziegler, can help students overcome gender-specific attribution patterns Dresel et al.
All students mentioned that their parents were very helpful and supportive. This may be implemented e. In: Journal of Vocational Behavior Boston: Harvard Business School Press. In: Sex Roles