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A Comparative Study of the Self-Efficacy Beliefs of Successful Men and Women in Mathematics, Science, and Technology Careers
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Zeldin, Amy L.; Britner, Shari L.; Pajares, Frank – Journal of Research in Science Teaching, 2008
The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self-efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery…
Descriptors: Females, Males, Gender Differences, Self Efficacy
Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students
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Pajares, Frank; Johnson, Margaret J.; Usher, Ellen L. – Research in the Teaching of English, 2007
The purpose of this study was to examine the influence of Albert Bandura's four hypothesized sources of self-efficacy on students' writing self-efficacy beliefs (N = 1256) and to explore how these sources differ as a function of gender and academic level (elementary, middle, high). Consistent with the tenets of self-efficacy theory, each of the…
Descriptors: High School Students, Middle School Students, Females, Epistemology
Against the Odds: Self-Efficacy Beliefs of Women in Mathematical, Scientific, and Technological Careers.
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Zeldin, Amy L.; Pajares, Frank – American Educational Research Journal, 2000
Examined the personal narratives of 25 women excelling in mathematics, science, and technology careers to understand the importance of their self-efficacy beliefs. Findings suggest that the perceived importance of self-efficacy beliefs may be stronger for women in male-oriented domains than for those operating in traditional settings. (SLD)
Descriptors: Attitudes, Beliefs, Career Choice, Females
Self-Efficacy Beliefs and the Writing Performance of Entering High School Students.
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Pajares, Frank; Johnson, Margaret J. – Psychology in the Schools, 1996
Study tested influence of writing self-efficacy, writing apprehension, and writing aptitude on 181 ninth-grade students. Aptitude and self-efficacy had direct effects on performance. Girls and boys did not differ in aptitude or performance, but girls reported lower writing self-efficacy. Native English-speaking Hispanic students had lower aptitude…
Descriptors: Cognitive Ability, Females, Grade 9, High School Students