A comparative study of the self‐efficacy beliefs of successful men and women in mathematics, science, and technology careers
A comparative study of the self‐efficacy beliefs of successful men and women in mathematics, science, and technology careers
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数学、科学和技术职业中成功男性和女性自我效能信念的比较研究
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Frank Pajares
中科院分区：
文献类型：
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作者：
A. L. Zeldin;Shari L. Britner;Frank Pajares
本研究的目的是探索选择科学，技术，工程或数学（STEM）职业的男性的个人故事，以更好地了解他们的自我效能信念是如何产生的，并随后影响他们的学术和职业选择。对10个叙述的分析表明，掌握经验是男性自我效能信念的主要来源。这些结果与Zeldin和Pajares早期涉及STEM职业女性的研究结果进行了比较。对于女性来说，社会说服和替代经验是自我效能信念的主要来源。总之，这些研究结果表明，不同的来源在追求STEM职业的男性和女性的自我效能信念的创造和发展中占主导地位。在这些男性主导的领域中，男性的自我效能信念主要是由于他们对自己正在取得的成就和成功的解释而产生的。另一方面，女性则依靠生活中的关系事件来建立和巩固她们在男性主导的领域取得成功的信心。研究结果与A.班杜拉的社会认知理论。© 2008 Wiley Periodicals，Inc. J Res Sci Teach 45：1036-1058，2008
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 experience was the primary source of the men's self-efficacy beliefs. These results are compared to those from Zeldin and Pajares' earlier study involving women in STEM careers. For women, social persuasions and vicarious experiences were the primary sources of self-efficacy beliefs. Together, these findings suggest that different sources are predominant in the creation and development of the self-efficacy beliefs of men and women who pursue STEM careers. The self-efficacy beliefs of men in these male-dominated domains are created primarily as a result of the interpretations they make of their ongoing achievements and successes. Women, on the other hand, rely on relational episodes in their lives to create and buttress the confidence that they can succeed in male-dominated domains. Findings were consistent with the theoretical tenets of A. Bandura's social cognitive theory. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1036–1058, 2008