SEARCH

SEARCH BY CITATION

Cited in:

CrossRef

This article has been cited by:

  1. 1
    Hsiang-Ting Chen, Hsin-Hui Wang, Huann-Shyang Lin, Frances P. Lawrenz, Zuway-R. Hong, Longitudinal Study of an After-school, Inquiry-based Science Intervention on Low-achieving Children's Affective Perceptions of Learning Science, International Journal of Science Education, 2014, 36, 13, 2133

    CrossRef

  2. 2
    Jomo W. Mutegi, “life's first need is for us to be realistic” and other reasons for examining the sociocultural construction of race in the science performance of African American students, Journal of Research in Science Teaching, 2013, 50, 1
  3. 3
    Zuway-R. Hong, Huann-shyang Lin, An Investigation of Students’ Personality Traits and Attitudes toward Science, International Journal of Science Education, 2011, 33, 7, 1001

    CrossRef

  4. 4
    Zuway-R. Hong, Effects of a Collaborative Science Intervention on High Achieving Students’ Learning Anxiety and Attitudes toward Science, International Journal of Science Education, 2010, 32, 15, 1971

    CrossRef

  5. 5
    Zuway-R Hong, Huann-shyang Lin, Patricia McCarthy Veach, Effects of an Extracurricular Science Intervention on Science Performance, Self-Worth, Social Skills, and Sexist Attitudes of Taiwanese Adolescents from Single-Parent Families, Sex Roles, 2008, 59, 7-8, 555

    CrossRef

  6. 6
    Zuway-R Hong, Huann-shyang Lin, Frances Lawrenz, Promoting Single-Parent Family Children’s Attitudes toward Science and Science Performance through Extracurricular Science Intervention in Taiwan, International Journal of Science Education, 2008, 30, 4, 469

    CrossRef

  7. 7
    Daniel M. Seaton, Donna Carr, The Impact of Participation in an Ancillary Science and Mathematics Program (SEMAA) on Engagement Rates of Middle School Students in Regular Mathematics Classrooms, School Science and Mathematics, 2005, 105, 8
  8. 8
    Melody L. Russell, Mary M. Atwater, Traveling the road to success: A discourse on persistence throughout the science pipeline with African American students at a predominantly white institution, Journal of Research in Science Teaching, 2005, 42, 6