A comparative study of the self‐efficacy beliefs of successful men and women in mathematics, science, and technology careers

By A. L. Zeldin, Shari L. Britner, Frank Pajares. 2008

537 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Gender Studies, Safety Research

View Paper: https://www.semanticscholar.org/paper/1208d78c6bd293c4e3f8d7151e097af121bc5d50

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In Experimental and Cognitive Psychology

In Gender Studies

In Safety Research

Citations in the corpus

Creating College Opportunity: School Counselors and Their Influence on Postsecondary Enrollment (2013, background): “5 Math course-taking, in particular, has been identified as the strongest predictor of success in college (Adelman 2006; Conley 2005; Zelkowski 2010), and also shapes the postsecondary-related decision making of students (Eccles et al. 2004; Zeldin et al. 2008).”
Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success. (2015, background): “Teacher self-efficacy and perceived success are highly vital to job performance, school success and student success as ultimate goals of education (Bandura, 1977, 1993; Judge & Bono, 2001; Mills et al., 2007; Zeldin et al., 2008).”
Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students (2020, background): “This is counter to a substantial strand of research showing that men and women incorporate mastery experiences into self-efficacy differently (Marshman et al. 2018; Sawtelle et al. 2012a, b; Vermeer et al. 2000; Zeldin et al. 2008; Zeldin and Pajares 2000).”
Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation (2009, background): “This is in contrast to interview results with women and men who pursued careers in mathematics, science, or technology and who interpreted the sources of self-efficacy quite differently (Zeldin et al., 2007; Zeldin & Pajares, 2000).”
USING AND DOING SCIENCE: GENDER, SELF-EFFICACY, AND SCIENCE IDENTITY OF UNDERGRADUATE STUDENTS IN STEM (2014, background): “Furthermore, women remain underrepresented despite notable increases of their participation in STEM areas (Beede et al., 2011; Zeldin et al., 2008) and similar “math and science achievement” (Else-Quest et al., p. 293) as their male counterparts.”
Profiles of the Sources of Science Self-Efficacy. (2013, background): “We hypothesized that girls would be more likely to be represented in profiles that are high in social persuasions, given past empirical evidence suggesting that girls tend to be more attuned to social messages, especially in science and math (Zeldin & Pajares, 2000; Zeldin et al., 2008).”