THE RELATIONSHIP OF MATHEMATICS SELF-EFFICACY EXPECTATIONS TO THE SELECTION OF SCIENCE-BASED COLLEGE MAJORS
THE RELATIONSHIP OF MATHEMATICS SELF-EFFICACY EXPECTATIONS TO THE SELECTION OF SCIENCE-BASED COLLEGE MAJORS
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DOI：
10.1016/0001-8791(83)90046-5
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发表时间：
1983-01-01
影响因子：
11.1
通讯作者：
HACKETT, G
中科院分区：
文献类型：
--
作者：
BETZ, NE;HACKETT, G
本研究的主要目的是调查男女大学数学自我效能期望与理科专业选择的关系。根据大学生试点样本的结果，开发了一种评估数学自我效能期望的工具。数学自我效能感量表使用的项目包括日常数学任务、数学问题和基于数学的大学课程。受试者包括 153 名女本科生和 109 名男本科生，他们完成了数学自我效能感量表、贝姆性别角色量表、芬内玛-谢尔曼数学态度量表的改编版本以及有关大学专业选择的调查问卷。结果表明，数学自我效能期望与学生选择科学大学专业的程度显着相关，从而支持认知中介因素在教育和职业选择行为中的假设作用。此外，大学男性与数学相关的自我效能期望明显强于大学女性。讨论了研究结果对教育和职业决策过程的影响。
The major purpose of the present study was to investigate the relationship of mathematics self-efficacy expectations to the selection of science-based majors in college males and females. Based on results obtained from a pilot sample of college students, an instrument assessing mathematics self-efficacy expectations was developed. The items used in the mathematics self-efficacy scale included everyday math tasks, math problems, and math-based college courses. Subjects, 153 female and 109 male undergraduates, completed the mathematics self-efficacy scale, the Bem Sex Role Inventory, an adapted version of the Fennema-Sherman Mathematics Attitudes Scales, and a questionnaire concerning their college major choices. Results indicated that mathematics self-efficacy expectations were significantly related to the extent to which students selected science-based college majors, thus supporting the postulated role of cognitive mediational factors in educational and career choice behavior. In addition, the math-related self-efficacy expectations of college males were significantly stronger than were those of college females. Implications of the findings for the process of educational and career decision-making are discussed.