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PROGS’s Publications

  • 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 [Manuscript submitted for publication]. Department of Psychology, Lund University.
     
  • 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, Advance online publication:
    https://doi.org/10.1111/sjop.12823

     
  • Tellhed, U. (2022). Könsskillnader i utbildningsval. Teori och empiri från den socialpsykologiska litteraturen. [Gender differences in educational choice. Theory and empirical work from the social psychological literature]. Göteborg: Jämställdhetsmyndigheten [Swedish Gender Equality Agency] https://jamstalldhetsmyndigheten.se/media/q0nfrnl2/bilaga-3-till-huvudrapporten-val-efter-eget-k%C3%B6n.pdf
     
  • 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, [Manuscript submitted for publication]. Department of Psychology, Lund University.
     
  • Tellhed, U., & Björklund, F., Kallio Strand, K. (2021). “Technology is for boys, caregiving for girls”. Strong implicit “people”-“things” stereotypes relate to Swedish children’s STEM-interest. [Manuscript submitted for publication]. Department of Psychology, Lund University.
     
  • 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​, 113.
    https://doi.org/gcjjh7

     
  • 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/f9sbxk

Contact

For correspondence, please contact PROGS’s Project Leader:

Associate Professor Una Tellhed
Una [dot] Tellhed [at] psy [dot] lu [dot] se