Exploring the relationship between self‐efficacy and retention in introductory physics

By V. Sawtelle, Eric T. Brewe, Laird Kramer. 2012

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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).”
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).”
The study, evaluation, and improvement of university student self-efficacy (2016, background): “…have often been shown to be the most potent sources of efficacy beliefs for university students, however other sources are more important for some students in certain situations (e.g. Sawtelle, Brewe, and Kramer 2012 found that vicarious learning was most important for women studying engineering).”