Gender Differences in Academic Self-Efficacy: A Meta-Analysis

Autor/in	Huang, Chiungjung
Titel	Gender Differences in Academic Self-Efficacy: A Meta-Analysis
Quelle	In: European Journal of Psychology of Education, 28 (2013) 1, S.1-35 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-011-0097-y
Schlagwörter	Self Efficacy; Social Sciences; Males; Effect Size; Gender Differences; Meta Analysis; Language Arts; Mathematics Skills; Age Differences; Research Needs; Longitudinal Studies; Incidence; Computer Literacy + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Male; Männliches Geschlecht; Geschlechterkonflikt; Meta-analysis; Metaanalyse; Sprachkultur; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Forschungsbedarf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorkommen; Computerkenntnisse
Abstract	A meta-analysis of 187 studies containing 247 independent studies (N = 68,429) on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males. Moderator analysis demonstrated that content domain was a significant moderator in explaining effect size variation. Females displayed higher language arts self-efficacy than males. Meanwhile, males exhibited higher mathematics, computer, and social sciences self-efficacy than females. Gender differences in academic self-efficacy also varied with age. The largest effect size occurred for respondents aged over 23 years old. For mathematics self-efficacy, the significant gender differences emerged in late adolescence. Future research should longitudinally examine gender differences in academic self-efficacy to determine the prevalence of gender differences during different life stages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10