Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Iryna |
|---|---|
| Titel | Female faculty role models, self-efficacy and student achievement. |
| Quelle | In: College student journal, (2017) 1, S.151 |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0146-3934 |
| Schlagwörter | Academic achievement; Teaching; Surveys; Teachers; Equipment and supplies |
| Abstract | Based on data from a single institution, this study estimates the effect of having a female instructor, the effects of measures of self-efficacy, and the interaction effects of measures of self-efficacy and having a female instructor on female and male student grade performance. Self-efficacy for academic achievement, self-regulated learning, enlisting social resources, and control of rumination are measured using items from the Beginning College Survey of Student Engagement. A significant positive association is found between self-efficacy for self-regulated learning and academic success. The association between self-efficacy for enlisting social resources and control of rumination, on the one hand, and academic success, on the other hand, is negative. Female students score higher on those measures of self-efficacy that are positively correlated with academic success. Male students who report stronger ability for self-regulated learning have greater chances for success in a class taught by a female instructor. Confidence in academic ability has a negative effect on grades of males. |
| Erfasst von | OLC |
| Update | 2022/1/02 |
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