A Cross-Sectional Study of Engineering Students’ Self-Efficacy by Gender, Ethnicity, Year, and Transfer Status

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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): “Again, the higher self-efficacy of men toward engineering is not universal with some studies finding no significant difference in self-efficacy (Concannon and Barrow 2009, 2012; Mamaril et al. 2016).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “…ratings of their abilities compared with their peers (Sax, 1994a), confidence in their own ability to complete STEM-related tasks or a program of study (Cech et al., 2011; Concannon & Barrow, 2009), and anticipated success in a field (Cheryan, Siy et al., 2011; Litzler, Samuelson, & Lorah, 2014).”
Measuring Undergraduate Students' Engineering Self‐Efficacy: A Validation Study (2016, background): “A revised version of the LAESE addressed this limitation by replacing the phrase “will do” with “can do” (e.g., Concannon & Barrow, 2009).”