Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students
Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students
复制标题
利用社会认知理论框架绘制理工科学生STEM自我效能感发展轨迹的性别差异
DOI：
10.1007/s10956-020-09853-5
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发表时间：
2020
影响因子：
4.4
通讯作者：
Rambo-Hernandez, Karen
中科院分区：
文献类型：
--
作者：
Stewart, John;Henderson, Rachel;Michaluk, Lynnette;Deshler, Jessica;Fuller, Edgar;Rambo-Hernandez, Karen
根据班杜拉的社会认知理论，学生的自我效能感会影响他或她的学业和职业决策，以及他或她的表现结果;因此，学生的自我效能感会随着时间的推移而变化。自我效能也可能因学术领域而异。STEM自我效能的差异经常被报道在男性和女性之间。本研究的目的是探讨学生在入门物理和数学课程中特定领域STEM自我效能感的演变，以及学术反馈如何影响这些差异随时间的演变。此外，本研究探讨了自我效能感的性别差异是否在STEM领域是一致的，以及这些差异如何在学术反馈中变化。在多个学术领域（当前的数学/科学类，其他STEM类，和预期的专业）的自我效能感进行了评估，在多个时间点与子量表改编自动机策略学习问卷。线性混合效应模型被用来了解如何学术反馈提供的考试成绩影响自我效能的变化。不同班级的学生对不同领域的自我效能感水平不同，对当前班级的自我效能感最低，对未来职业的自我效能感最高。只有男性和女性当前的数学/科学课程自我效能感存在显着差异，女性的自我效能感较低。当前类自我效能感的差异是很明显的，在类之前收到实质性的类反馈。班级内和班级之间的自我效能的演变对男性和女性是一样的。
According to Bandura’s social cognitive theory, a student’s self-efficacy influences his or her academic and career decisions, and his or her performance outcomes; as such, a student’s self-efficacy changes with time in response to the student’s experiences. Self-efficacy may also vary by academic domain. Differences in STEM self-efficacy have often been reported between men and women. The purpose of this study is to explore the evolution of domain-specific STEM self-efficacy in students in gateway physics and mathematics courses and how academic feedback influences the evolution of these differences with time. Further, this study explored whether gender differences in self-efficacy are consistent across STEM domains and how these differences change in response to academic feedback. Self-efficacy in multiple academic domains (current mathematics/science class, other STEM classes, and intended profession) was assessed at multiple time points with subscales adapted from the Motivated Strategies for Learning Questionnaire. Linear mixed effects modeling was used to understand how academic feedback provided by test scores influenced changes in self-efficacy. Students in all classes expressed different levels of self-efficacy toward different domains with the lowest self-efficacy toward their current class and the highest toward their intended profession. Only the current math/science class self-efficacy of men and women differed significantly, with women expressing lower self-efficacy. The differences in current class self-efficacy were evident very early in the class before substantive class feedback was received. The evolution of self-efficacy within the class and between classes was the same for men and women.
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