Abstract
A team- and project-based physics class eliminates the gender gap in physics self-efficacy.
Highlights
In 1977 Bandura introduced the concept of self-efficacy— one’s belief in their ability to complete a specific task in a given domain [1]
In agreement with previous studies, we find that male students initially have significantly higher physics selfefficacy than female students [15]
Over the course of a team- and project-based introductory physics course, female students’
Summary
In 1977 Bandura introduced the concept of self-efficacy— one’s belief in their ability to complete a specific task (or a set of tasks) in a given domain [1]. Self-efficacy is a strong predictor for performance in science courses and has been shown to be related to students’ persistence, resilience, and career choices in STEM [2,3,4,5,6]. Self-efficacy influences a number of factors that are relevant to learning in an active environment, such as perseverance and self-regulation1 [7,8]. Bandura theorized that an individual develops his or her own self-efficacy for a specific task through social and personal experiences [1]. These experiences fall into four categories: mastery experiences, vicarious learning experiences, social persuasion experiences, and an individual’s physiological and affective state [7,9].
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