THE DIFFERENCES IN SCORES AND SELF-EFFICACY BY STUDENT GENDER IN MATHEMATICS AND SCIENCE

By Rachel A. Louis, Jean M. Mistele. 2012

142 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/f623712ed2d5ecc86a2882fb4ba731eead74b91d

How researchers see this paper

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

In Education

1. J. Choy
2. C. W. Loo

In Experimental and Cognitive Psychology

1. J. Choy
2. C. W. Loo

In Safety Research

1. J. Choy
2. C. W. Loo

Citations in the corpus

• Sources of Self-Efficacy Influencing Academic Performance of Engineering Students (2013, background): “So far, most of the studies examined only the relationship between self-efficacy sources and selfefficacy [5,10,13,17,21,32,33] or self-efficacy and academic achievements [1,3,14,15,16,19,20,22,24,28,35].”
• Why Are Some STEM Fields More Gender Balanced Than Others? (2017, unknown): “…that high school girls rate themselves equally good at science as high school boys (Else-Quest et al., 2013), whereas others find that girls and women have lower science self-efficacy than their male peers (Ehrlinger & Dun-ning, 2003; Louis & Mistele, 2012; Simpkins, Davis-Kean, & Eccles, 2005).”