Gender and Perceived Self-Efficacy in Self-Regulated Learning

By Frank Pajares. 2002

922 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ed98350abd0bea9ec96469e929ae14347dcfea4f

How researchers see this paper

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

In Developmental and Educational Psychology

1. E. Usher
2. Doug Lombardi
3. Gale M. Sinatra
4. Gita Taasoobshirazi
5. Heidi L. Andrade
6. Ying Du
7. David H. Palmer
8. S. Glynn

In Education

1. E. Usher
2. Jill M. Aldridge
3. B. Fraser
4. Hongyun Wu
5. Ernest Afari
6. Gale M. Sinatra
7. Heidi L. Andrade
8. Doug Lombardi

Citations in the corpus

• A Motivational View of Constructivist‐informed Teaching (2005, background): “The more often students experience success, the more powerful their self-efficacy will become—so it is generally agreed that students should be presented with frequent, short-term, proximal goals (Pajares, 2002).”
• Self-Efficacy for Self-Regulated Learning (2008, background): “Gender differences in students’ self-efficacy for self-regulated learning typically favor female students (Pajares, 2002).”
• Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning (2011, background): “Furthermore, according to Pajares ( 2002 ), self‐efficacy is intimately related to students’ self‐regulated learning.”
• Inviting Confidence in School: Invitations as a Critical Source of the Academic Self-Efficacy Beliefs of Entering Middle School Students. (2006, background): “Students who are confident in their academic capabilities work harder, evaluate their progress more frequently, and engage in more self-regulatory strategies that promote success in school (Pajares, 2002).”
• Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach (2013, background): “According to Pajares (2002), self-efficacy is closely related to students’ selfregulated learning.”
• Parental Involvement in Math Homework: Links to Children’s Performance and Motivation (2019, methodology): “…with previous research, girls were found to be more task persistent than boys, but having a lower self-concept than boys (Eccles et al., 1993; Pajares, 2002), which may explain why parents of girls with a low self-concept in math become involved by providing unrequested help with homework.”
• Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement. (2013, background): “In contrast students that have high selfefficacy approach to the tasks more calmly and in a comfortable way (Pajares, 1996, 2002).”
• Sources of self-efficacy: An investigation of elementary school students in France. (2011, background): “Researchers in other contexts have reported that girls express higher selfregulatory efficacy beliefs than do boys (see Pajares, 2002).”
• Science Motivation Questionnaire: Construct Validation With Nonscience Majors (2009, background): “Motivated students achieve academically by strategically engaging in behaviors such as class attendance, class participation, question asking, advice seeking, studying, and participating in study groups ( Pajares, 2001, 2002; Pajares & Schunk, 2001).”