Gender Differences In Self-efficacy Research Articles

Gender Differences in Self-Efficacy for Diabetes Self-Management Among Hispanics: The Mediating Role of Perceived Support and Depressive Symptoms

The purpose of this study is to examine the extent to which perceived support and depressive symptoms might interfere with Hispanic patients' ability to manage their diabetes and whether these effects vary by gender. Data were collected from a cohort of 232 Hispanic men and women with type 2 diabetes mellitus (T2DM). Conditional process analysis was used to test a moderated mediation model of the time-lagged processes associating gender, diabetes support, and depressive symptoms with reported self-efficacy after 3 months. Increased depressive symptoms were associated with lower self-efficacy, but the conditional effects varied among men and women. The index of moderated mediation was significant, indicating that among women, the indirect effect of depressive symptoms on self-efficacy was contingent on lower levels of perceived support. Among men, increased depressive symptoms were directly associated with declines in self-efficacy and were not conditional on perceived support. Results of the study have important implications for gender health equity. Mental health screening and an assessment of support needs may be important for determining appropriate complementary therapies when treating Hispanic women with chronic conditions such as diabetes. Attention to possible differences in gender-specific mental health needs could lead to improved self-management, better glycemic control, and more equitable health outcomes.

The influence of different physical exercise amounts on learning burnout in adolescents: The mediating effect of self-efficacy.

To explore the effect of physical exercise on learning burnout in adolescents, and to reveal the mediating effect of self-efficacy between different physical exercise amounts and learning burnout. A total of 610 adolescents from 5 primary and middle schools in Chongqing, China were investigated with the Physical Exercise Rating Scale (PARS-3), the General Self-Efficacy Scale (GSES), and the Learning Burnout Scale (LBS). The SPSS21.0 and AMOS21.0 statistical software were used to process and analyze the data. (1) The physical exercise amount in boys was significantly higher than that in girls, but there was no significant gender difference in self-efficacy and learning burnout. Meanwhile, the academic alienation and low sense of achievement of primary school students were significantly lower than that of junior high school students, and there was no significant difference in the physical exercise amount and self-efficacy. (2) The physical exercise amount in adolescents was positively correlated with self-efficacy (r = 0.41), negatively correlated with learning burnout (r = -0.46), and self-efficacy was negatively correlated with learning burnout (r = -0.45). (3) The physical exercise amount could directly and negatively predict the learning burnout of adolescents (β = -0.40), and self-efficacy played a partial mediating effect between the amount of physical exercise and learning burnout (ES = -0.19). (4) Self-efficacy had no significant mediating effect between low exercise amount and learning burnout, but had a significant partial mediating effect between moderate (ES = -0.15) and high exercise amount (ES = -0.22) and learning burnout, and the partial mediating effect between high exercise amount and learning burnout was the highest. Physical exercise was an effective way to prevent or reduce learning burnout in adolescents. It can not only directly affect learning burnout, but also indirectly affect learning burnout through the mediating effect of self-efficacy. It should be pointed out that maintaining a sufficient amount of physical exercise is crucial to improving self-efficacy and reducing learning burnout.

Chinese chemistry motivation questionnaire II: adaptation and validation of the science motivation questionnaire II in high school students

This study aimed to adapt a new version of the Science Motivation Questionnaire II, the Chinese Chemistry Motivation Questionnaire II, for high school students in China, focusing specifically on chemistry. The sample consisted of 1635 students from four high schools, by stratified random sampling. Data was collected online. Exploratory and confirmatory factor analysis confirmed the original five-component motivation (intrinsic motivation, career motivation, self-determination, self-efficacy and grade motivation) structure after dropping four problematical items, and the factorial invariance was also confirmed across gender, region of residence, and choice of chemistry. Five components were strongly correlated in the Chinese context. Among the five components, students scored the highest in grade motivation. Generally, students who would continue chemistry scored much higher in all five components than those who would discontinue, with boys scoring slightly higher than girls and urban students scoring slightly higher than rural students. Specifically, for students who would continue chemistry, there were medium gender differences in self-efficacy, small gender differences in intrinsic motivation, career motivation, and self-determination, no significant gender differences in grade motivation, and small regional differences in all five components. For students who would discontinue chemistry, there were no significant differences in all five components across gender and region of residence. The internal structure of the questionnaire, correlations among the five components, and group differences in motivation were discussed. Some implications for researchers and practitioners were presented.

SELF-EFFICACY AND INTERNALIZED PSYCHOLOGICAL PROBLEMS IN PHYSICALLY DISABLED ADOLESCENTS

The restriction on an individual’s physical functioning, mobility and other functions of daily living pertains to impact one’s life in many aspects. But psychological buildups are of more important in order to adjust with physical disability in routine life. The current study stressed on to explore the relationship between self-efficacy and internalized psychological problems (depression, anxiety and stress) in physically disabled adolescents and find the gender differences in self-efficacy and internalized psychological problems. The sample was consisted of 100 adolescents (50 males and 50 females-age ranging from 13 to 17 years) were selected from the special educational institutes of physically disabled adolescents, Lahore. The Generalized Self-Efficacy Scale (Schwarzer & Jerusalem, 1993), DASS-21 (Lovibond & Lovibond, 1995) and Demographic Form was used in this research to measure the variables. The data was analyzed through SPSS and Pearson Product Coefficient Correlation and independent sample t-test were used. Results showed the significant negative correlation between self-efficacy and internalized psychological problems. Gender differences were significant on self-efficacy and internalized psychological problems.

A social cognitive perspective on gender disparities in self-efficacy, interest, and aspirations in science, technology, engineering, and mathematics (STEM): the influence of cultural and gender norms

BackgroundThe underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields is well documented in developed countries, and yet public discussion of gender disparities in STEM in China is still in its nascent stage. Endorsement of traditional gender role beliefs and conformity to social norms are pertinent to Chinese culture, which may even exacerbate the gender disparities in STEM engagement. Grounded in social cognitive career theory, the present study drew on a national sample of secondary school students (N = 3020) in China to estimate gender disparities in self-efficacy, interest, and aspirations in STEM and examine how cultural and gender norms influence STEM engagement.ResultsThe proposed sequential mediation model was supported, in which girls were more likely to show lower levels of self-efficacy than boys; this was associated with lower interest in STEM and lower motivation to pursue STEM careers. The results also supported the moderating effect of traditional gender role beliefs and found that gender differences in self-efficacy, interest, and aspirations in STEM were more apparent among students who strongly endorsed stereotypical views of male and female roles.ConclusionsThe findings provide important implications for efforts to improve girls’ access to STEM education through curriculum enrichment and out-of-school time programs to bridge the gender gap in STEM. Access to female role models and gender-responsive pedagogy is also essential to boost girls’ self-efficacy in STEM and eradicate traditional gender role beliefs among all students.

Gender Differences in Self-efficacy for Programming Narrowed After a 2-h Science Museum Workshop.

Many girls believe they have little natural ability in computer science and girls’ perception of self-efficacy beliefs for programming is generally low. Offering engaging hands-on programming activities could be a beneficial strategy to increase girls’ self-efficacy beliefs for programming since it has the potential to offer them exposure to mastery experiences. However, a programming workshop in a museum might not offer ideal settings to promote girls’ mastery experiences in programming because of its short duration and how gender stereotypes may impact the participation in hands-on activities. In the research presented here, we explore how a science museum’s introductory programming workshop focused on robotics can impact pupils’ self-efficacy beliefs for programming related to mastery experiences, with a specific focus on girls. H1—Prior to the programming workshop, it is expected that girls’ self-efficacy beliefs will be lower than boys’. H2—Boys generally have more positive experiences with STEM activities than girls, irrespective of experimental condition. Thus, following the workshop, we predict that girls’ and boys’ self-efficacy for programming will have increased, but that boy’s self-efficacy beliefs will remain higher than girls’. In total, 172 pupils (94 girls) aged 10–14 years completed a Mastery Experiences in Programming questionnaire before and after taking part in a programming workshop. Our results show that after a 2-h programming workshop in a science museum, gender differences in self-efficacy for programming initially observed narrowed and even disappeared.

Gender Differences in Physical Activity Engagement Among Adolescents With Congenital Heart Disease.

The current study aimed to (a) describe moderate-to-vigorous physical activity (MVPA), sedentary behavior (SB), and cardiorespiratory fitness (VO2Peak) via objective assessment among adolescents with congenital heart disease (CHD), (b) examine gender differences on MVPA, SB, VO2Peak, and the Theory of Planned Behavior elements, and (c) identify whether gender moderates the relationships between the Theory of Planned Behavior elements and MVPA, SB, and VO2Peak. Adolescent CHD survivors (N = 86; ages 15-18 years) wore an accelerometer to assess MVPA and SB, underwent an exercise stress test to assess VO2Peak, and completed a survey of the Theory of Planned Behavior elements as measured by perceived benefits (attitudes), family/friend support and perceived norms (social norms), and self-efficacy and barriers (perceived behavioral control) to engaging in physical activity. On average, CHD survivors engaged in 22.3 min (SD = 15.3) of MVPA/day and 9 hr of SB/day (M = 565.8, SD = 102.5 min). Females engaged in less MVPA but not more SB had a lower mean VO2Peak, reported lower self-efficacy, and perceived greater barriers than males. In a regression model, barriers explained unique variance in MVPA and VO2Peak, but the relationship between barriers and MVPA/VO2Peak did not vary by gender. Self-efficacy did not explain unique variance in MVPA and VO2Peak when included in a model with gender and barriers. Family/friend support for physical activity engagement may be an important consideration when developing physical activity interventions for adolescent CHD survivors. The role of gender differences in self-efficacy and perceived barriers on physical activity engagement warrants further investigation.

SELF-EFFICACY AND INTERNALIZED PSYCHOLOGICAL PROBLEMS IN PHYSICALLY DISABLED ADOLESCENTS

The restriction on an individual’s physical functioning, mobility and other functions of daily living pertains to impact one’s life in many aspects. But psychological buildups are of more important in order to adjust with physical disability in routine life. The current study stressed on to explore the relationship between self-efficacy and internalized psychological problems (depression, anxiety and stress) in physically disabled adolescents and find the gender differences in self-efficacy and internalized psychological problems. The sample was consisted of 100 adolescents (50 males and 50 females-age ranging from 13 to 17 years) were selected from the special educational institutes of physically disabled adolescents, Lahore. The Generalized Self-Efficacy Scale (Schwarzer & Jerusalem, 1993), DASS-21 (Lovibond & Lovibond, 1995) and Demographic Form was used in this research to measure the variables. The data was analyzed through SPSS and Pearson Product Coefficient Correlation and independent sample t-test were used. Results showed the significant negative correlation between self-efficacy and internalized psychological problems. Gender differences were significant on self-efficacy and internalized psychological problems.

Teachers' Self-efficacy for Using Information and Communication Technology: The Interaction Effect of Gender and Age

The purpose of the study is to examine the moderating effect of age on gender differences in teachers’ self-efficacy for using information and communication technology (ICT) in teaching as well as possible variables underlying this effect. Following Bandura’s conceptualisation of self-efficacy, we defined teachers' self-efficacy as their confidence in performing specific tasks that require the integration of ICT into the teaching practice. The study was conducted via an online questionnaire on a sample of 6613 elementary and upper secondary school teachers in Croatia. The hierarchical multiple regression analysis was applied. The findings indicate minor gender differences in self-efficacy for using ICT that are more prominent among older teachers and practically non-existent among younger teachers. These effects remain statistically significant after controlling for the type of school where the teacher works, perceived technical and professional support for using ICT in school, and frequency of use of computer programmes in teaching. The interaction effect ceases to be statistically significant after the introduction of length of computer use in teaching and/or attitudes towards computers in the model, indicating that these two variables have a role in low self-efficacy for using ICT among older female teachers. A similar level of self-efficacy for using ICT among young male and female teachers is an encouraging finding which could hopefully be followed by gender equality in other aspects of ICT use. The findings suggest that strategies for enhancing ICT self-efficacy should be particularly targeted at older female teachers. This study contributes to a better understanding of the underresearched topic of gender differences in teacher’s ICT self-efficacy.

Gender Differences in Self-Efficacy, Resilience, and Social Support among Infertile Iranian Couples: A Dyadic Approach.


 
 
 
 
 
 
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Gender differences in self-efficacy, acceptance, and satisfaction in business simulations

We adopted strategic management simulations in our senior-level courses to allow students access to top management decision-making experiences that would otherwise be difficult to attain. Student feedback indicated that women were less likely than men to see a simulation as easy to use or a fair representation of their abilities. Women expressed lower confidence than their male counterparts in their likely performance prior to engaging in competitive simulation play. Various scaffolding interventions intended to improve self-efficacy prior to competitive play were unsuccessful. Implications for preparing and encouraging women for top management positions and decision-making are considered. We recommend refinements to new and existing educational simulations to make them more accessible and appealing to women as well as to expand their leadership style beyond a largely masculine approach.

An Investigation of Relationship between Self-Efficacy and Academic Achievement among Second Year Robe College Students

The major purpose of this study was to investigate the relationships between self-efficacy and students` academic achievements in Robe College of Teachers Education. In order to attain the objectives and basic research of the current study, a descriptive survey research design was employed. The data were collected in self-report questionnaire developed from (Yazachew, 2005 and Shkullaku, 2013, self-efficacy scale). Regarding academic achievement, students? CGPAs were collected from office of the registrar. Among 723 target population, 252 participants were selected based on stratified random sampling. Analysis and findings was based on the responses of 241 respondents. With respect to analysis, descriptive statistics such as frequency, mean, range, standard deviation and correlation coefficient were employed. Moreover, t-test was also used to investigate gender difference. The current study revealed that, significant symptoms of self-efficacy was observed; the study identified that more than half of the students were under low self-efficacy, the finding also showed that, students` with low self-efficacy were scored low CGPA and students with high self-efficacy scored high CGPA. With regard to the relation, self-efficacy was significantly and positively related with academic achievement (.54). Moreover, the recent study indicated that there was significant gender differences in self-efficacy (t=4.26, p<0.05), which was indicated the presence of significant differences existed between male and female students of the college and, in favoring male students were significantly better than the female students and also female students were more affected than male students by self-efficacy. Finally, on the bases of the findings possible recommendations like; providing preliminary training for candidates, College should has to recruiting high academic achievers, establishing guidance & counseling services, providing on-the-job trainings on continuous bases on life skills, and by giving due attention for gender unit were forwarded.

Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students

According to Bandura’s social cognitive theory, a student’s self-efficacy influences his or her academic and career decisions, and his or her performance outcomes; as such, a student’s self-efficacy changes with time in response to the student’s experiences. Self-efficacy may also vary by academic domain. Differences in STEM self-efficacy have often been reported between men and women. The purpose of this study is to explore the evolution of domain-specific STEM self-efficacy in students in gateway physics and mathematics courses and how academic feedback influences the evolution of these differences with time. Further, this study explored whether gender differences in self-efficacy are consistent across STEM domains and how these differences change in response to academic feedback. Self-efficacy in multiple academic domains (current mathematics/science class, other STEM classes, and intended profession) was assessed at multiple time points with subscales adapted from the Motivated Strategies for Learning Questionnaire. Linear mixed effects modeling was used to understand how academic feedback provided by test scores influenced changes in self-efficacy. Students in all classes expressed different levels of self-efficacy toward different domains with the lowest self-efficacy toward their current class and the highest toward their intended profession. Only the current math/science class self-efficacy of men and women differed significantly, with women expressing lower self-efficacy. The differences in current class self-efficacy were evident very early in the class before substantive class feedback was received. The evolution of self-efficacy within the class and between classes was the same for men and women.

Self-Esteem and Self-Efficacy Relation with High and Low Academic Achievement and Gender Difference Among Graduate Students

In the twenty first century, education plays a very crucial role in human development. Some people acquire high academic achievement through education. The present study accounts the difference in self-esteem and self-efficacy in relation to high and low academic achievement and gender difference among the graduate students. The study consist 100 students, 50 high academic achievements (divided into 25 male & 25 female) and 50 low academic achievements (divided into 25 male & 25 female) as a sample. The subjects were selected through random sampling method in the age range of 21 to 25 years. For the purpose of data collection self-esteem scale by Sing and Srivastav (2008) and Self-efficacy scale by Mathur and Bhatnagar (2012) are used. Mean, SD and t value are used for statistical analysis of data. The conclusions of the present study are: (l)There is significant difference in selfesteem. High academic achievement students are higher in self-esteem than the low academic achievements students. (2) There is significant difference in self-etficacy. High academic achievement students are higher in selfefficacy than the low academic achievements students. (3) There is a significant gender difference in self-esteem. Male students are higher in self-esteem than the female students. (4) There is a significant gender difference in self efficacy. Male students are higher in self-efficacy than the female students.

Gender differences in Chinese adolescents' subjective well-being: the mediating role of self-efficacy.

Although gender differences in self-efficacy and subjective well-being have been reported in previous studies, little published research has investigated the interrelationships between these variables in adolescents. 648 Chinese adolescents were administered a series of questionnaires to test the hypothesis that self-efficacy mediates the relationship between gender and subjective well-being. The results indicated that adolescent girls had lower general self-efficacy than adolescent boys, which explained girls' lower subjective well-being. The theoretical and practical implications may help parents and educators to strengthen adolescents' happiness.

English

This small scale study examined gender differences in self-efficacy. 24 girls and 28 boys aged between 10 and 12 years completed self-efficacy questionnaires and attainment tests. The study was conducted in two primary school classrooms in England and the results indicated that gender differences in self-efficacy were significant with boys holding a lower sense of self-efficacy than girls coupled with lower performance. Boys&rsquo; self-efficacy scores were significantly correlated with performance but this relationship was lower than that of the girls. Interviews with the two teachers involved in this study showed a lack of understanding and awareness of the self-efficacy beliefs of their students and the impact it potentially had on their students&rsquo; performance. Implications for teachers are discussed. &nbsp; Key words: Primary classroom, self-efficacy, gender, correlation, attainment.&nbsp; &nbsp

Gender Differences in Self-Efficacy Among Latino College Freshmen

This study examines the changes in self-efficacy among Latinos during the freshman year in a highly selective institution. Results indicate that gender differences exist during this period. Males rate themselves high in self-efficacy at the beginning of the year, while females rate themselves low. An interaction effect occurs at the end of the year, and the ratings of self-efficacy are similar for both males and females. Possible explanations for the interaction effect are discussed.

Self-Concept and Well-Being: An Empirical Analysis

The study examined gender differences in self-efficacy as well as the association among self-efficacy and well-being including mental and physical health in a sample of 104 research students (52 male and 52 female). The sample was randomly selected from an institute of higher education and psychometrically standardized measures of General self-efficacy, Sense of control, General health questionnaire and Somatic health complain were employed in the study. Results of t-test revealed that no significant gender difference exist between male and female research students with regard to the level of their self-efficacy beliefs. The results of correlation and regression analysis suggest that self-efficacy beliefs significantly predict and positively correlate with physical (r=.281**) and mental (r=.181*) health of the participants.

Race and Gender Differences in Self-efficacy: Assessing the Role of Gender Role Attitudes and Family Background

Research suggests race is associated with unique family structures and gender attitudes. Yet, extant research fails to examine how different gender role attitudes and family structures related to race impact other aspects of life. Self-efficacy refers to one’s belief in his or her abilities to achieve certain outcomes (Bandura, Self-efficacy: The exercise of control, Freeman, New York, p. 3, 1997). Using a sample of 486 traditional undergraduate college students from an American university in the middle south, we examine gender and race differences in self-efficacy and the impact of sex role attitudes and family structure on self-efficacy. We argue that gender differences in gender role attitudes and their impact on self-efficacy is moderated by race. For all but white males, sex role liberalism is positively related to self-efficacy. Mother’s full time employment is positively related to self-efficacy for whites. Implications for theory and future research are discussed.

A Comparative Study of Self-Efficacy in Men and Women with Multiple Sclerosis

The purpose of this study was to examine if there was a difference in the level of self-efficacy between men and women with relapsing-remitting multiple sclerosis (RRMS) and progressive forms of multiple sclerosis (MS). A quantitative, descriptive, comparative design was used. The convenience sample included 556 individuals with MS, of which 124 were men (73 RRMS and 51 progressive MS) and 432 women (348 RRMS and 84 progressive MS). Participants completed the Multiple Sclerosis Self-Efficacy Scale (MSSE). This study found gender differences in self-efficacy among those living with MS. The women had a significantly greater belief in their ability to function with MS. The women also had a greater belief in their ability to control their MS than the men, although the difference was not significant. This study also found significant differences in self-efficacy between those with RRMS and those with progressive forms of MS. When men were compared by type of MS, those with RRMS had significantly greater belief in their ability to control their disease and function with it than those with progressive forms of MS. For women, those with RRMS had significantly greater belief in their ability to control their MS and function with it than women with progressive forms of MS. Individuals with MS could benefit from strategies that enhance self-efficacy. Such strategies include providing skills for self-management of MS, providing education and support of the patient and family, introducing the patient to a role model with MS, encouraging physical reconditioning, and referring to a support group that will meet individualized needs.