PROGS’s Publications

Tellhed, U., & Björklund, F., Kallio Strand, K. (2023). Tech-savvy men and caring women: Middle school students’ gender stereotypes predict interest in tech-education. Sex Roles, 88, 307-325. https://doi.org/10.1007/s11199-023-01353-1

Tellhed, U., Björklund, F., Kallio Strand, K., & Schöttelndreier, K. (2023). “Programming is not that hard!” When a science center visit increases young women’s programming ability beliefs. Journal for STEM Education Research, 1–23. https://doi.org/10.1007/s41979-023-00094-w

Tellhed, U., Björklund, F., & Kallio Strand, K. (2022). Sure I can code (but do I want to?). Why boys’ and girls’ programming beliefs differ and the effects of mandatory programming education. Computers in Human Behavior, 135, 107370. https://doi.org/10.1016/j.chb.2022.107370
 
Tellhed, U., Sollvén, A., Tamas, A., & Hägerklint, E. (2022). Boosting prosocial career aspirations: Loving-kindness meditation relates to higher communal career goals in youth. Scandinavian Journal of Psychology, 63(4), 334-345. https://doi.org/10.1111/sjop.12823

Tellhed, U. (2022). Könsskillnader i utbildningsval. Teori och empiri från den socialpsykologiska litteraturen. Göteborg: Jämställdhetsmyndigheten.
https://jamstalldhetsmyndigheten.se/media/q0nfrnl2/bilaga-3-till-huvudr…
 
Giese, L., Tellhed, U., & Björklund, F. (2022). STEM by the lake: Raising high school women’s engineering self-efficacy and belongingness through an educational intervention about water issues and careers. International Journal of Gender, Science and Technology, 14(2), 207–231. https://genderandset.open.ac.uk/index.php/genderandset/article/view/134…;

Tellhed, U., Bäckström, M., Björklund, F. (2018). The role of ability beliefs and agentic vs. communal career goals in adolescents first educational choice. What explains the degree of gender-balance? ​Journal of Vocational Behavior​, ​104​, 1–13. http://dx.doi.org/10.1016/j.jvb.2017.09.008
  
Tellhed, U., Bäckström, M., & Björklund, F. (2017). Will I fit in and do well? The importance of social belongingness and self-efficacy for explaining gender differences in interest in STEM- and HEED-majors. Sex Roles, 77, 86–96. https://doi.org/10.1007/s11199-016-0694-y