Beiträge in Zeitschriften, Sammelbänden und Handbüchern

Fingerhut, C. & Wille, E. (2021). MINT-Studienbotschafter: Studienorientierung hands-on. Lehren & Lernen, 10, 12-19.

Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology, 113(8), 1507-1528. https://doi.org/10.1037/edu0000663

Piesch, H.*, Gaspard, H.*, Parrisius, C., Wille, E., & Nagengast, B. (2020). How can a relevance intervention in math support students’ career choices? Journal of Applied Developmental Psychology, 70, Article 101185. https://doi.org/10.1016/j.appdev.2020.101185  * zeigt gleichwertigen Beitrag an

Schiefer, J., Stark., L., Gaspard, H., Wille, E., Trautwein, U., & Golle, J. (2020). Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys. Journal of Educational Psychology, 113(4), 784-807. https://doi.org/10.1037/edu0000630

Wille, E*, Stoll, G.*, Gfrörer, T., Cambria, J., Nagengast, B., & Trautwein, U. (2020). It takes two: expectancy-value constructs and vocational interests jointly predict STEM major choices. Journal of Contemporary Educational Psychology, 61, 101858. https://doi:10.1016/j.cedpsych.2020.101858 * zeigt gleichwertigen Beitrag an

Gaspard, H., Wille, E., Wormington, S. V., & Hulleman, C. S. (2019). How are upper secondary school students’ expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison. Contemporary Educational Psychology, 58, 149-162. https://doi.org/10.1016/j.cedpsych.2019.02.005

Wille, E., Gaspard, H., Trautwein, U., Oschatz, K., Scheiter, K., & Nagengast, B. (2018) Gender stereotypes in a children's television program: Effects on girls’ and boys’ stereotype endorsement, math performance, motivational dispositions, and attitudes. Frontiers in Psychology. 9:2435. https://doi.org/10.3389/fpsyg.2018.02435

Wille, E., Kant, J., Keck, L., Fingerhut, C. & Oschatz, K. (2018). Das Klima retten?! Ein spielerischer Ansatz zum Klimawandel und was wir dagegen tun können. MNU, 4, 242-246.

Hübner, N.*, Wille, E.*, Cambria, J., Oschatz, K., Nagengast, B., & Trautwein, U. (2017). Maximizing gender equality in STEM by minimizing course choice options? Effects of obligatory coursework in math on gender differences in STEM. Journal of Educational Psychology, 109(7), 993-1009. http://dx.doi.org/10.1037/edu0000183 * zeigt gleichwertigen Beitrag an

Monographien
Wille, E. (2017). Gender differences in mathematically-intensive STEM fields. Factors of influence and multiple perspectives. [Universität Tübingen, Dissertation, Online-Ressource].

Sonstige Publikationen (Auswahl)

Wille, E. (23.05.2019). Mädchen finden Mathe doof! Blogbeitrag auf LEAD.Schule. https://lead.schule/blog/maedchen-finden-mathe-doof/

Wille, E. & Hübner, N. (27.03.2017). Weckt mehr Mathe-Unterricht das Interesse von Mädchen an MINT-Fächern? Blogbeitrag auf LEAD.Schule. https://lead.schule/blog/weckt-mehr-mathe-unterricht-das-interesse-von-maedchen-an-mint-faechern/