Gender Differences in Learning Constructs, Shifts in Learning Constructs, and Their Relationship to Course Achievement in a Structured Inquiry, Yearlong College Physics Course for Life Science Majors

By A. Cavallo, Wendell H. Potter, M. Rozman. 2004

248 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/268760f9fc8587110595626a9d780ada595c033f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Elementary School Students’ Attitude toward Science and Related Variables (2016, unknown): “Rote learning and studying for higher grades do not support the science learning process in the long term due to the memorization of concepts (BouJaoude, 1992; Cavallo et al., 2003; Cavallo et al., 2004; Hacieminoglu et al., 2009; Novak, Ring & Tamir, 1971).”
Nonscience majors learning science: A theoretical model of motivation (2007, background): “This is important because, in many studies of science majors (e.g., Cavallo et al., 2004), men have been found to have higher motivation than women.”
Connecting High School Physics Experiences, Outcome Expectations, Physics Identity, and Physics Career Choice: A Gender Study. (2010, unknown): “…a link between physics conceptual understanding and performance (e.g., Eryilmaz, 2002; Hazari et al., 2007; Willson, Ackerman, & Malave, 2000), reasoning ability (e.g., Cavallo et al., 2004; Chin & Brown, 2000), self-ef ﬁ cacy (e.g., Cavallo et al., 2004), and interest (e.g., Otero & Gray, 2008).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “Among high school and undergraduate students, women report lower self-efficacy and self-views than men in computer science (Cheryan & Plaut, 2010; Irani, 2004; Rosson, Carroll, & Sinha, 2011) and physics (Cavallo, Potter, & Rozman, 2004; Sawtelle, Brewe, & Kramer, 2012).”
Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation (2014, background): “However, female college students’ mastery goal orientation has been shown to decrease over an academic semester, whereas male college students’ mastery goal orientation increases (Cavallo et al., 2004).”
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): “Cavallo et al. (2004) found that men had significantly higher self-efficacy than women in an algebra-based physics course for life science majors.”