Gender differences in academic self-efficacy: a meta-analysis

By Chiungjung Huang. 2013

673 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Gender Studies, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2e775c7e78d319635492ef5df605ff0dbfae2249

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In Experimental and Cognitive Psychology

In Gender Studies

In Social Psychology

Citations in the corpus

Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, methodology): “The findings from Huang (2013) were a general effect of 0.08 favoring males, therefore a “small difference” as interpreted by the author, and differences across subjects.”
Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2019, background): “such as reading, and lower self-efficacy in stereotypically masculine domains, such as mathematics (Huang, 2013).”
Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students (2020, methodology): “Self-efficacy differs conceptually and psychometrically from other closely related constructs, including outcome expectations, self-concept, and self-esteem (Huang 2013; Zimmerman 2000).”
Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics (2018, background): “Also, the change in success expectancy over time was more positive (or less negative) among boys, which reinforces the notion that the gender gap in competence perceptions may increase during the late elementary school years (Huang, 2013).”
How gender differences in academic engagement relate to students’ gender identity (2014, background): “…2008); they indicate weaker mathematics and technology related self-efficacy, but stronger language related self-efficacy (for a meta-analysis, see Huang 2013); display weaker interest in mathematics and science (e.g. Eccles 2011); are more likely to experience anxiety; and are less likely to…”
The Role of Life Satisfaction in Predicting Student Engagement and Achievement (2015, background): “Furthermore, numerous studies demonstrate gender differences in academic experiences, including achievement, academic self-efficacy, student engagement, perceived teacher support, and influence of teacher expectations (Gherasim et al. 2013; Huang 2013; Lewis et al. 2011; McKown and Weinstein 2002; V”
Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “Recently, in a meta-analysis of 187 studies which examined gender differences in academic self-efficacy, Huang (2013) concluded that females displayed higher language and arts selfefficacy than males, but males exhibited higher mathematics, computer, and social sciences self-efficacy than females.”
Test anxiety prevalence and gender differences in a sample of English secondary school students (2014, background): “Although these female students valued attainment as highly as the male students, they perceived themselves in a stereotypic way as less competent in maths (also see Huang 2013).”