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Institute
Specdidaktika techniki
(2011)
Semiolog i njegovi mitovi
(2005)
The present volume contains a selection of papers presented at the Fifth International Symposium Russian Grammar: System–Usus–Language Variation, from September 22 to 24, 2021, at the University of Potsdam (Germany). The selected essays tackle the issues that arise when Russian Grammar meets new linguistic paradigms (such as corpus linguistics) and new challenges (such as heritage languages). The relevant findings are discussed with a particular focus on an updated version of the 1980 Academy grammar of Russian.
My blagodarny ljubeznoj so§initel'nice... : proza i peredvody russkich pisatel'nic konca XVIII veka
(1999)
Menja Vy nazvali poetom ... : zizn'i literaturnoe tvorcestvo K. K. Pavlovoj v retrospektive vremeni
(2002)
K jubilee Val'tera Vitta
(1998)
Ekonometrika : Ucebnik
(2005)
Bankovskoe i birzevoe delo v Rossii i Germanii : marterialy sovmestnogo germano-rossijskogo seminara
(2003)
Academic Achievement in Math and Foreign Language: Individual Characteristics and Gender Stereotypes
(2019)
The study aims to investigate the contribution of individual characteristics and gender stereotypes of secondary school pupils in academic achievement in math and foreign language. A sample of pupils reported in 6th and 7th grades (three waves) their self-perceived ability and motivation for math and foreign language learning, math and foreign language gender stereotypes, implicit theories of intelligence; academic achievement (grades) in math in foreign language is also included in the analysis. Regression analysis and Mann Whitney U Test demonstrated that self-perceived ability in math and incremental theory of intelligence are significant predictors for academic achievement in maths. Boys are characterised by higher level of self-perceived abilities and motivation for learning math. However, academic achievement of girls in maths and foreign languages are higher as compared to boys. Pupils learning two foreign languages demonstrate higher level of self-perceived abilities for motivation and learning math and less expressed gender stereotypes about success in learning math and foreign languages. Study findings can be used for designing educational programmes for mathematics and foreign languages, professional development and finding solutions for individualized approach in school education.