Self-Efficacy Beliefs, Motivation, Race, and Gender in Middle School Science

By Shari L. Britner, Frank Pajares. 2001

323 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/dec4c2df9a72548639f4fa523c02d1094abc73bc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “…– each of which has been linked to performance in math and science, including students’ persistence in STEM fields and choice of STEM majors (Andrew 1998; Beghetto 2007; Britner and Pajares 2001; Chen and Usher 2013; Gwilliam and Betz 2001; Lau and Roeser 2002; Lent et al. 1984; Luzzo et al. 1999).”
The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs (2010, background): “…of self-efficacy, has a powerful impact on their choices of science-related activities, the effort they expend on those activities, the perseverance they show when encountering difficulties, and the ultimate success they experience (Bandura, 1997; Britner & Pajares, 2001; Zeldin & Pajares, 2000).”
Women Engineering Students and Self‐Efficacy: A Multi‐Year, Multi‐Institution Study of Women Engineering Student Self‐Efficacy (2009, result): “Our current results from PWIs are important given the relatively small amount of research concerning self-efficacy and related beliefs of African Americans in STEM educational settings (Britner and Pajares, 2001; Graham, 1994; Johnson, 2006; May and Chubin, 2003).”
Connecting to the Professor: Impact of the Student–Faculty Relationship in a Highly Challenging Course (2012, background): “…confidence items were similarly drawn from the literature, focusing on sense of belongingness in science, value placed on doing well in science, confidence with homework, and confidence related to course success (Aschbacher, Li, and Roth; 2010; Britner and Pajares, 2001; Zeldin and Pajares, 2000).”
Development and Validation of Chemistry Self-Efficacy Scale for College Students (2009, result): “Britner and Pajares (2001) also provided similar findings with middle school students.”
Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, background): “Our study focussed on the subject mathematics where problem-solving might be most relevant (cf. earlier studies on reading, languages, etc; Britner & Pajares, 2001; Mills, Pajares, & Herron, 2006; Pajares & Graham, 1999; Skaalvik, Federici, & Klassen, 2015).”
Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs (2011, result): “This seems consistent with the ambiguous findings of others regarding ethnic-efficacy interactions (Britner & Pajares, 2001; Pajares & Kranzler, 1995).”
USING AND DOING SCIENCE: GENDER, SELF-EFFICACY, AND SCIENCE IDENTITY OF UNDERGRADUATE STUDENTS IN STEM (2014, background): “In addition, self-efficacy predicts students’ science achievement (Britner and Pajares, 2001) and also career selection in science-related areas (Lent et al., 1991; O’brien et al., 1999).”
Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy. (2013, background): “People with high self-efficacy in science tend to select sciencerelated activities or courses, show more effort to be successful, and do not give up when they face with obstacles (Bandura, 1997; Britner & Pajares, 2001).”
Understanding Students' Motivation in Sport and Physical Education: From the Expectancy-Value Model and Self-Efficacy Theory Perspectives (2008, background): “Recently many studies have been conducted to explore students’ motivational beliefs and their relationships across the expectancy-value model and self-efficacy theory in the academic domains (Bong, 2001a, 2001b; Britner & Pajares, 2001; Pajares & Miller, 1994; Pajares, Miller, & Johnson, 1999; Paj”
A Model of Factors Contributing to STEM Learning and Career Orientation (2015, background): “Science self-efficacy has been shown to influence student selection of science-related activities, the cognitive effort they expend on those activities, and their ultimate success (Britner & Pajares, 2001; Zeldin & Pajares, 2000).”
Sources of science self‐efficacy beliefs of middle school students (2006, methodology): “Britner and Pajares (2001) obtained a Cronbach’s alpha coefficient of .82.”
A Reevaluation of the Role of Anxiety: Self‐Efficacy, Anxiety, and Their Relation to Reading and Listening Proficiency (2006, unknown): “…about the corresponding that students’ perceived efﬁcacy possesses a stronger relationship to academic achievement than that of levels of anxiety or appre-hension (Bandura, 1997; Britner & Pajares, 2001; Pajares & Graham, 1999; Pajares & Johnson, 1994, 1996; Pajares & Valiante, 1997, 1999, 2001).”
Sources of academic and self-regulatory efficacy beliefs of entering middle school students (2006, background): “Students’ self-eYcacy beliefs have been linked to achievement in such critical academic areas as reading and writing (Shell, Colvin, & Bruning, 1995; Shell, Murphy, & Bruning, 1989), mathematics (Hackett & Betz, 1989; Pajares & Miller, 1994), and science (Britner & Pajares, 2001).”