Eurasia Journal of Mathematics, Science and Technology Education

• Booth, A., & Nolen, P. (2012). Choosing to compete: How different are boys and girls? Journal of Economic Behavior & Organization, 81(2), 542–555.
• Costa, P. T., Terracciano, A., & McCrae, R. R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality and Social Psychology, 81(2), 322-331.
• Fennema, E., & Sherman, J. A. (1977). Sex-related differences in mathematics achievement, spatial visualization and affective factors. American Educational Research Journal, 14(1), 51–72.
• Fuselier, L. & Jackson, J. K.（2010）. Perceptions of collaboration, equity and values in science among female and male college students. Journal of Baltic Science Education, 9(2), 109–118.
• Harskamp, E., Ding, N., & Suhre, C. (2008). Group composition and its effect on female and male problem-solving in science education. Educational Research, 50(4), 307-318.
• Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60(7), 637-644.
• Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Designing problems and structuring groups. American Journal of Physics, 60(7), 627-636.
• Kessels, U., & Hannover, B. (2008). When being a girl matters less: Accessibility of gender-related selfknowledge in single-sex and mixed classes and its impact on students’ physics-related self-concept of ability. British Journal of Educational Psychology, 78(2), 273–289.
• Kommer, D. (2006). Consideration for gender-friendly classrooms. Middle School Journal, 38(2), 43-49.
• Lorenzo, M., Crouch, C. H., & Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics, 74(2), 118-122.
• Mael, F. A. (1998). Single-sex and coeducational schooling: Relationships to socioemotional and academic development. Review of Educational Research, 68(2), 101–129.
• McFarland, M., Benson, A. M, & McFarland, B. (2011). Comparing achievement scores of students in gender specific classrooms with students in traditional classrooms. International Journal of Psychology, 8, 99-114.
• Miller, P. H., Slawinsky Blessing, J., & Schwartz, S. (2006). Gender differences in high-school students’ views about science. International Journal of Science Education, 28(4), 363–381.
• Myaskovsky L., Unikel, E., & Dew, M. A., (2005). Effects of gender diversity on performance and interpersonal behavior in small work groups. Sex Roles: A Journal of Research, 52(9-10), 645-657.
• Pajares, F., & Valiante, G. (1997). Influence of selfefficacy on elementary students’ writing. The Journal of Educational Research, 90(6), 353–360.
• Richardson, G. M., Hammrich, P. L., & Livingston, B. D. (2003). Improving elementary school girls’ attitudes, perception, and achievement in science and mathematics: Hindsights and new visions of the sisters in science program as an equity reform model. Journal of Women and Minorities in Science and Engineering, 9 (3&4), 333- 348.
• Sadker, M., & Sadker, D. (1994). Failing at fairness: How our schools cheat girls. New York: Simon & Schuster.
• Shapka, J. D., & Keating, D. P. (2003). Effects of a girlsonly curriculum during adolescence: Performance, persistence, and engagement in mathematics and science. American Educational Research Journal, 40(4), 929–960.
• Shi, W-Z. (2012). Gender, perception of learning physics and performance in university physics: a case study from China. Journal of Baltic Science Education, 11(3), 267–274.
• Smist, J. M. (1996). Science self-efficacy, attributions and attitudes toward science among high school students. Retrieved on August 26, 2013 from http://digitalcommons.uconn.edu/dissertations/A AI 9634556.
• Strand, K. J. S., & Mayfield, M. E. (2002). Pedagogical reform and college women’s persistence in mathematics. Journal of Women and Minorities in Science and Engineering, 8(1), 67-83.
• Sullivan, A., Joshi, H., & Leonard, D. (2010). Single-sex schooling and academic attainment at school and throughout the lifecourse. American Education Research Journal, 47(1), 6–36.
• Watkins, D. A., Biggs, J. B. (1996). The Chinese learner: Cultural, psychological and contextual influences. Hong Kong, PRC: Comparative Education Research Centre.
• Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park: Sage Publications.

APA

Shi, W.-Z., He, X., Wang, Y., & Huan, W. (2015). Effects of Lab Group Sex Composition on Physics Learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 87-92. https://doi.org/10.12973/eurasia.2015.1308a

Vancouver

Shi WZ, He X, Wang Y, Huan W. Effects of Lab Group Sex Composition on Physics Learning. EURASIA J Math Sci Tech Ed. 2015;11(1):87-92. https://doi.org/10.12973/eurasia.2015.1308a

AMA

Shi WZ, He X, Wang Y, Huan W. Effects of Lab Group Sex Composition on Physics Learning. EURASIA J Math Sci Tech Ed. 2015;11(1), 87-92. https://doi.org/10.12973/eurasia.2015.1308a

Chicago

Shi, Wei-Zhao, Xiqin He, Yan Wang, and Weiliang Huan. "Effects of Lab Group Sex Composition on Physics Learning". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 1 (2015): 87-92. https://doi.org/10.12973/eurasia.2015.1308a

Harvard

Shi, W.-Z., He, X., Wang, Y., and Huan, W. (2015). Effects of Lab Group Sex Composition on Physics Learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), pp. 87-92. https://doi.org/10.12973/eurasia.2015.1308a

MLA

Shi, Wei-Zhao et al. "Effects of Lab Group Sex Composition on Physics Learning". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 1, 2015, pp. 87-92. https://doi.org/10.12973/eurasia.2015.1308a