American Psychological Association 6th edition

Malik, S. I., & Coldwell-Neilson, J. (2018). Gender Differences in an Introductory Programming Course: New Teaching Approach, Students’ Learning Outcomes, and Perceptions. Education and Information Technologies, 23(6), 2453-2475. https://doi.org/10.1007/s10639-018-9725-3

ISO-690 (author-date, English)

MALIK, Sohail Iqbal und COLDWELL-NEILSON, Jo, 2018. Gender Differences in an Introductory Programming Course: New Teaching Approach, Students’ Learning Outcomes, and Perceptions. Education and Information Technologies. 1 November 2018. Vol. 23, no. 6, p. 2453-2475. DOI 10.1007/s10639-018-9725-3.

Modern Language Association 9th edition

Malik, S. I., und J. Coldwell-Neilson. „Gender Differences in an Introductory Programming Course: New Teaching Approach, Students’ Learning Outcomes, and Perceptions“. Education and Information Technologies, Bd. 23, Nr. 6, November 2018, S. 2453-75, https://doi.org/10.1007/s10639-018-9725-3.

Mohr Siebeck - Recht (Deutsch - Österreich)

Malik, Sohail Iqbal/Coldwell-Neilson, Jo: Gender Differences in an Introductory Programming Course: New Teaching Approach, Students’ Learning Outcomes, and Perceptions, Education and Information Technologies 2018, 2453-2475.

Emerald - Harvard

Malik, S.I. und Coldwell-Neilson, J. (2018), „Gender Differences in an Introductory Programming Course: New Teaching Approach, Students’ Learning Outcomes, and Perceptions“, Education and Information Technologies, Vol. 23 No. 6, S. 2453-2475.

Achtung: Diese Zitate sind unter Umständen nicht zu 100% korrekt.