M. Banaji and A. G. Greenwald, Implicit stereotyping and prejudice The Psychology of prejudice: The Ontario symposium, pp.55-76, 1994.

M. R. Banaji and C. D. Hardin, Automatic Stereotyping, Psychological Science, vol.8, issue.3, pp.136-141, 1996.
DOI : 10.1521/soco.1990.8.2.161

M. R. Banaji, K. M. Lemm, and S. J. Carpenter, The Social Unconscious, Blackwell handbook of social psychology (Intraindividual processes, pp.134-158, 2001.
DOI : 10.1521/soco.1995.13.2.145

D. Beach, Mathematics goes to market, Democratic education?ethnographic challenges, 2003.

D. Beach and M. Dovemark, Education and the commodity problem: ethnographic investigations of creativity and performativity in Swedish schools, 2007.

S. L. Bem, The measurement of psychological androgyny., Journal of Consulting and Clinical Psychology, vol.42, issue.2, pp.155-162, 1974.
DOI : 10.1037/h0036215

M. Bluemke and M. Friese, Do features of stimuli influence IAT effects?, Journal of Experimental Social Psychology, vol.42, issue.2, pp.163-176, 2006.
DOI : 10.1016/j.jesp.2005.03.004

M. Bluemke and M. Friese, Reliability and validity of the Single-Target IAT (ST-IAT): assessing automatic affect towards multiple attitude objects, European Journal of Social Psychology, vol.31, issue.6, pp.977-997, 2008.
DOI : 10.1027/1618-3169.53.4.283

I. Bråten and H. I. Stromso, Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals, Contemporary Educational Psychology, vol.29, issue.4, pp.371-388, 2004.
DOI : 10.1016/j.cedpsych.2003.10.001

R. Butler, Making judgments about ability: The role of implicit theories of ability in moderating inferences from temporal and social comparison information., Journal of Personality and Social Psychology, vol.78, issue.5, pp.965-978, 2000.
DOI : 10.1037/0022-3514.78.5.965

J. Calderhead, Teachers: beliefs and knowledge, Handbook of educational psychology, pp.709-725, 1996.

P. B. Carr and C. S. Dweck, Intelligence and motivation The Cambridge handbook of intelligence, pp.748-770, 2011.

F. Crosby, S. Bromley, and L. Saxe, Recent unobtrusive studies of Black and White discrimination and prejudice: A literature review., Psychological Bulletin, vol.87, issue.3, pp.546-563, 1980.
DOI : 10.1037/0033-2909.87.3.546

D. P. Crowne and D. Marlowe, A new scale of social desirability independent of psychopathology., Journal of Consulting Psychology, vol.24, issue.4, pp.349-354, 1960.
DOI : 10.1037/h0047358

W. A. Cunningham, K. J. Preacher, and M. R. Banaji, Implicit Attitude Measures: Consistency, Stability, and Convergent Validity, Psychological Science, vol.5, issue.2, pp.163-170, 2001.
DOI : 10.1037/0022-3514.72.2.262

F. Cury, A. J. Elliot, D. Da-fonseca, and A. C. Moller, The social-cognitive model of achievement motivation and the 2 ?? 2 achievement goal framework., Journal of Personality and Social Psychology, vol.90, issue.4, pp.666-679, 2006.
DOI : 10.1037/0022-3514.90.4.666

URL : https://hal.archives-ouvertes.fr/hal-01440634

D. Cvencek, N. Andrew, A. N. Meltzoff, and A. G. Greenwald, Math-Gender Stereotypes in Elementary School Children, Child Development, vol.110, issue.3, pp.766-779, 2011.
DOI : 10.1037/0021-843X.110.2.226

S. A. Deemer, Classroom goal orientation in high school classrooms: revealing links between teacher beliefs and classroom environments, Educational Research, vol.46, issue.1, pp.73-90, 2004.
DOI : 10.1080/0013188042000178836

F. X. Dislich, R. Imhoff, R. Banse, C. Altstötter-gleich, A. Zinkernagel et al., Discrepancies Between Implicit and Explicit Self-concepts of Intelligence Predict Performance on Tests of Intelligence, European Journal of Personality, vol.86, issue.3, pp.212-220, 2012.
DOI : 10.1037/0021-843X.86.2.103

C. S. Dweck, Motivational processes affecting learning., American Psychologist, vol.41, issue.10, pp.1040-1048, 1986.
DOI : 10.1037/0003-066X.41.10.1040

C. S. Dweck, Self-theories: their role in motivation, personality, and development, 1999.

C. S. Dweck and E. Leggett, A social^cognitive approach to motivation and personality., Psychological Review, vol.95, issue.2, pp.256-273, 1988.
DOI : 10.1037/0033-295X.95.2.256

C. S. Dweck and D. C. Molden, Self-theories: their impact on competence motivation and acquisition The Handbook of competence and motivation, pp.122-140, 2005.

C. S. Dweck and L. Sorich, Mastery-oriented thinking, Coping, pp.232-251, 1999.
DOI : 10.1093/med:psych/9780195119343.003.0011

N. M. Else-quest, J. S. Hyde, and M. C. Linn, Cross-national patterns of gender differences in mathematics: A meta-analysis., Psychological Bulletin, vol.136, issue.1, pp.103-127, 2010.
DOI : 10.1037/a0018053

P. M. Frome and J. S. Eccles, Parents' influence on children's achievement-related perceptions., Journal of Personality and Social Psychology, vol.74, issue.2, pp.435-452, 1998.
DOI : 10.1037/0022-3514.74.2.435

T. Fujii and H. Uebuchi, Assessment of Participants??? Theories of Intelligence : Reliability and Validity of the Implicit Association Test, The Japanese Journal of Educational Psychology, vol.58, issue.3, pp.263-274, 2010.
DOI : 10.5926/jjep.58.263

E. Gonida, G. Kosseoglou, and A. Leondari, Implicit Theories of Intelligence, Perceived Academic Competence, and School Achievement: Testing Alternative Models, The American Journal of Psychology, vol.119, issue.2, pp.223-238, 2006.
DOI : 10.2307/20445336

C. Good, J. Aronson, and M. Inzlicht, Improving adolescents' standardized test performance: An intervention to reduce the effects of stereotype threat, Journal of Applied Developmental Psychology, vol.24, issue.6, pp.645-662, 2003.
DOI : 10.1016/j.appdev.2003.09.002

C. Good, A. Rattan, and C. S. Dweck, Why do women opt out? Sense of belonging and women's representation in mathematics., Journal of Personality and Social Psychology, vol.102, issue.4, pp.700-717, 2012.
DOI : 10.1037/a0026659

A. G. Greenwald and M. R. Banaji, Implicit social cognition: Attitudes, self-esteem, and stereotypes., Psychological Review, vol.102, issue.1, pp.4-27, 1995.
DOI : 10.1037/0033-295X.102.1.4

URL : http://faculty.washington.edu/agg/pdf/Greenwald_Banaji_PsychRev_1995.OCR.pdf

A. G. Greenwald and S. D. Farnham, Using the Implicit Association Test to measure self-esteem and self-concept., Journal of Personality and Social Psychology, vol.79, issue.6, pp.1022-1038, 2000.
DOI : 10.1037/0022-3514.79.6.1022

A. G. Greenwald, M. R. Banaji, L. A. Rudman, S. D. Farnham, B. A. Nosek et al., A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept., Psychological Review, vol.109, issue.1, pp.3-25, 2002.
DOI : 10.1037/0033-295X.109.1.3

A. G. Greenwald, D. E. Mcghee, and J. L. Schwartz, Measuring individual differences in implicit cognition: The implicit association test., Journal of Personality and Social Psychology, vol.74, issue.6, pp.1464-1480, 1998.
DOI : 10.1037/0022-3514.74.6.1464

A. G. Greenwald, B. A. Nosek, and M. R. Banaji, Understanding and using the Implicit Association Test: I. An improved scoring algorithm., Journal of Personality and Social Psychology, vol.85, issue.2, pp.197-216, 2003.
DOI : 10.1037/0022-3514.85.2.197

A. G. Greenwald, T. A. Poehlman, E. L. Uhlmann, and M. R. Banaji, Understanding and using the Implicit Association Test: III. Meta-analysis of predictive validity., Journal of Personality and Social Psychology, vol.97, issue.1, pp.17-41, 2009.
DOI : 10.1037/a0015575

URL : https://hal.archives-ouvertes.fr/hal-00516146

W. Hofmann, B. Gawronski, T. Gschwendner, H. Le, and M. Schmitt, A Meta-Analysis on the Correlation Between the Implicit Association Test and Explicit Self-Report Measures, Personality and Social Psychology Bulletin, vol.81, issue.10, pp.31-1369, 2005.
DOI : 10.1037/0022-3514.81.5.815

A. C. Jonsson and D. Beach, Reproduction of social class in teacher education: the influence of scientific theories on future teachers' implicit beliefs, Journal for Critical Education Policy Studies, vol.8, issue.2, 2010.

A. C. Jonsson, D. Beach, H. Korp, and P. Erlandson, Teachers??? implicit theories of intelligence: influences from different disciplines and scientific theories, European Journal of Teacher Education, vol.12, issue.2, pp.387-400, 2012.
DOI : 10.1037/0022-0663.98.1.75

A. Karpinski and R. B. Steinman, The Single Category Implicit Association Test as a measure of implicit social cognition., Journal of Personality and Social Psychology, vol.91, issue.1, pp.16-32, 2006.
DOI : 10.1037/0022-3514.91.1.16

A. K. Kiefer and D. Sekaquaptewa, Implicit Stereotypes, Gender Identification, and Math-Related Outcomes, Psychological Science, vol.40, issue.1, pp.13-18, 2007.
DOI : 10.1016/S0065-2601(02)80009-0

L. Lepore and R. Brown, Category and stereotype activation: Is prejudice inevitable?, Journal of Personality and Social Psychology, vol.72, issue.2, p.275, 1997.
DOI : 10.1037/0022-3514.72.2.275

N. Leroy, P. Bressoux, P. Sarrazin, and D. Trouilloud, Impact of teachers??? implicit theories and perceived pressures on the establishment of an autonomy supportive climate, European Journal of Psychology of Education, vol.82, issue.1, pp.529-545, 2007.
DOI : 10.3102/00346543068002202

URL : https://hal.archives-ouvertes.fr/hal-00389569

Q. Li, Teachers' beliefs and gender differences in mathematics: a review, Educational Research, vol.16, issue.1, pp.63-76, 1999.
DOI : 10.1007/BF00992607

S. M. Lindberg, J. S. Hyde, J. L. Petersen, and M. C. Linn, New trends in gender and mathematics performance: A meta-analysis., Psychological Bulletin, vol.136, issue.6, pp.1123-1135, 2010.
DOI : 10.1037/a0021276

M. Liu, W. Hu, S. Jiannong, and P. Adey, Gender Stereotyping and Affective Attitudes Towards Science in Chinese Secondary School Students, International Journal of Science Education, vol.42, issue.3, pp.379-395, 2010.
DOI : 10.1002/tea.3660220405

C. Midgley, H. Feldlaufer, and J. Eccles, The transition to junior high school: Beliefs of pre- and posttransition teachers, Journal of Youth and Adolescence, vol.8, issue.6, pp.543-562, 1988.
DOI : 10.1080/00220671.1981.10885308

K. R. Muis, Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research, Review of Educational Research, vol.74, issue.3, pp.317-377, 2004.
DOI : 10.3102/00346543074003317

J. Murrone and M. Gynther, Teachers' implicit " theories " of children's intelligence, Psychological Reports, vol.69, pp.1195-1201, 1991.

M. D. Myers, J. D. Nichols, and J. White, Teacher and student incremental and entity views of intelligence. The effects of self-regulation and persistence activities, International Journal of Educational Reform, vol.12, issue.2, pp.97-117, 2003.

B. A. Nosek and M. R. Banaji, The Go/No-Go Association Task, Social Cognition, vol.19, issue.6, pp.625-664, 2001.
DOI : 10.1521/soco.19.6.625.20886

B. A. Nosek, M. R. Banaji, and A. G. Greenwald, Math = male, me = female, therefore math ??? me., Journal of Personality and Social Psychology, vol.83, issue.1, pp.44-59, 2002.
DOI : 10.1037/0022-3514.83.1.44

URL : http://www.chaire-crsng-inal.fsg.ulaval.ca/fileadmin/docs/documents/Article/math_male_me_female_2002.pdf

B. A. Nosek, M. R. Banaji, and A. G. Greenwald, Harvesting implicit group attitudes and beliefs from a demonstration web site., Group Dynamics: Theory, Research, and Practice, vol.6, issue.1, pp.101-115, 2002.
DOI : 10.1037/1089-2699.6.1.101

B. A. Nosek, A. G. Greenwald, and M. R. Banaji, Understanding and Using the Implicit Association Test: II. Method Variables and Construct Validity, Personality and Social Psychology Bulletin, vol.107, issue.1, pp.31-166, 2005.
DOI : 10.1037/0033-295X.107.1.101

B. A. Nosek, F. L. Smyth, N. Sriram, N. M. Lindner, T. Devos et al., National differences in gender-science stereotypes predict national sex differences in science and math achievement, Proceedings of the National Academy of Sciences, pp.10593-10597, 2009.
DOI : 10.1037/0022-3514.74.6.1464

J. Osborne, S. Simon, and S. Collins, Attitudes towards science: A review of the literature and its implications, International Journal of Science Education, vol.22, issue.9, pp.1049-1079, 2003.
DOI : 10.1002/sce.3730700402

M. F. Pajares, Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct, Review of Educational Research, vol.62, issue.3, pp.307-332, 1992.
DOI : 10.3102/00346543062003307

L. E. Park, K. E. Cook, and A. G. Greenwald, Implicit indicators of women's persistence in math, science, and engineering, Psi Chi Journal of Undergraduate Research, vol.6, pp.145-152, 2001.

J. E. Plaks, S. J. Stroessner, C. S. Dweck, and J. W. Sherman, Person theories and attention allocation: Preferences for stereotypic versus counterstereotypic information., Journal of Personality and Social Psychology, vol.80, issue.6, pp.876-893, 2001.
DOI : 10.1037/0022-3514.80.6.876

V. C. Plaut and H. R. Markus, The " inside " story: a cultural-historical analysis of being smart and motivated, American style, Handbook of competence and motivation, pp.457-488, 2005.

A. Rattan, C. Good, and C. S. Dweck, ???It's ok ??? Not everyone can be good at math???: Instructors with an entity theory comfort (and demotivate) students, Journal of Experimental Social Psychology, vol.48, issue.3, pp.731-737, 2012.
DOI : 10.1016/j.jesp.2011.12.012

R. Rosenthal and L. Jacobson, Pygmalion in the classroom, The Urban Review, vol.3, issue.1, 1992.
DOI : 10.1007/BF02322211

A. H. Schoenfeld, Explorations of Students' Mathematical Beliefs and Behavior, Journal for Research in Mathematics Education, vol.20, issue.4, pp.338-355, 1989.
DOI : 10.2307/749440

S. S. Shim, Y. J. Cho, and J. Cassady, Goal Structures: The Role of Teachers??? Achievement Goals and Theories of Intelligence, The Journal of Experimental Education, vol.9, issue.1, pp.84-104, 2013.
DOI : 10.1016/S1041-6080(97)90009-1

D. J. Stipek, K. B. Givvin, J. M. Salmon, and V. L. Macgyvers, Teachers' beliefs and practices related to mathematics instruction. Teaching and Teacher Education, pp.213-226, 2001.
DOI : 10.1016/s0742-051x(00)00052-4

D. Stipek and H. Gralinski, Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematics., Journal of Educational Psychology, vol.83, issue.3, pp.361-371, 1991.
DOI : 10.1037/0022-0663.83.3.361

D. Trouilloud, P. Sarrazin, and J. Bois, Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator., Journal of Educational Psychology, vol.98, issue.1, pp.75-86, 2006.
DOI : 10.1037/0022-0663.98.1.75

URL : https://hal.archives-ouvertes.fr/hal-00389006

D. H. Wigboldus, R. W. Holland, and A. Van-knippenberg, Single target implicit associations, 2004.

N. Mascret, A. J. Elliot, and F. Cury, Extending the 3??????2 achievement goal model to the sport domain: The 3??????2 Achievement Goal Questionnaire for Sport, Psychology of Sport and Exercise, vol.17, pp.7-14, 2015.
DOI : 10.1016/j.psychsport.2014.11.001

URL : https://hal.archives-ouvertes.fr/hal-01649327

C. Maïano, A. J. Morin, and N. Mascret, Psychometric properties of the short form of the physical selfdescription questionnaire in a French adolescent sample, Body Image, vol.12, 2015.

R. Peggy, C. Aix-marseille-université, and I. Umr, Email: peggy.roussel@univ-amu.fr Current themes of research: Achievement goals. Help-seeking, 13288.

P. Roussel, A. J. Elliot, and R. Feltman, The influence of achievement goals and social goals on help-seeking from peers in an academic context. Learning and Instruction, pp.394-402, 2011.

C. and I. Umr, Email: francois.cury@univ-amu.fr Current themes of research: Achievement goals, 13288.

F. Cury, D. Da-fonséca, I. Zahn, and A. Elliot, Implicit theories and IQ test performance: A sequential mediational analysis, Journal of Experimental Social Psychology, vol.44, issue.3, pp.783-791, 2008.
DOI : 10.1016/j.jesp.2007.07.003

F. Cury, A. J. Elliot, D. Da-fonseca, and A. C. Moller, The social-cognitive model of achievement motivation and the 2 ?? 2 achievement goal framework., Journal of Personality and Social Psychology, vol.90, issue.4, p.666, 2006.
DOI : 10.1037/0022-3514.90.4.666

URL : https://hal.archives-ouvertes.fr/hal-01440634

D. Fonséca, D. Cury, F. Fakra, E. Rufo, M. Poinso et al., Implicit theories of intelligence and IQ test performance in adolescents with Generalized Anxiety Disorder, Behaviour Research and Therapy, vol.46, issue.4, pp.529-536, 2008.
DOI : 10.1016/j.brat.2008.01.006