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written by Jayson M. Nissen
Self-efficacy, the belief in one's ability to succeed in learning tasks, predicts learning and success in education broadly and physics specifically. While self-efficacy increases for students in most introductory science and mathematics courses, self-efficacy consistently decreases for women in physics courses. This study used the experience sampling method to investigate gender differences in the self-efficacy states high school students experienced in physics, other math and science classes, and other classes. Data for the study came from the Sloan survey of youth and social development and included data from 1332 students at 12 different schools collected between 1993 and 1997. Principle components analysis identified a self-efficacy state measure within the data. Comparisons of self-efficacy states across gender and activity (e.g., physics and science and mathematics courses) using a two-level hierarchical linear model identified a large gender difference in self-efficacy states in physics and only in physics. These results add to the growing evidence that female students' physics self-efficacy tends to decrease after taking physics courses. Given that self-efficacy predicts career choice and success, decreases in women's physics self-efficacy may inform why women are much less likely to pursue physics careers than men.
Physical Review Physics Education Research: Volume 15, Issue 1, Pages 013102
Subjects Levels Resource Types
Education Foundations
- Sample Population
= Gender
- Student Characteristics
= Affect
- Lower Undergraduate
- Graduate/Professional
- Upper Undergraduate
- Reference Material
= Article
= Research study
Appropriate Courses Categories Ratings
- Physical Science
- Physics First
- Conceptual Physics
- Algebra-based Physics
- AP Physics
- Assessment
- New teachers
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This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.15.013102
Keyword:
retention
Record Creator:
Metadata instance created March 28, 2019 by Bruce Mason
Record Updated:
June 27, 2019 by Bruce Mason
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when Cataloged:
March 5, 2019
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AIP Format
J. Nissen, Phys. Rev. Phys. Educ. Res. 15 (1), 013102 (2019), WWW Document, (http://dx.doi.org/10.1103/PhysRevPhysEducRes.15.013102).
AJP/PRST-PER
J. Nissen, Gender differences in self-efficacy states in high school physics, Phys. Rev. Phys. Educ. Res. 15 (1), 013102 (2019), <http://dx.doi.org/10.1103/PhysRevPhysEducRes.15.013102>.
APA Format
Nissen, J. (2019, March 5). Gender differences in self-efficacy states in high school physics. Phys. Rev. Phys. Educ. Res., 15(1), 013102. Retrieved August 21, 2019, from http://dx.doi.org/10.1103/PhysRevPhysEducRes.15.013102
Chicago Format
Nissen, Jayson. "Gender differences in self-efficacy states in high school physics." Phys. Rev. Phys. Educ. Res. 15, no. 1, (March 5, 2019): 013102, http://dx.doi.org/10.1103/PhysRevPhysEducRes.15.013102 (accessed 21 August 2019).
MLA Format
Nissen, Jayson. "Gender differences in self-efficacy states in high school physics." Phys. Rev. Phys. Educ. Res. 15.1 (2019): 013102. 21 Aug. 2019 <http://dx.doi.org/10.1103/PhysRevPhysEducRes.15.013102>.
BibTeX Export Format
@article{ Author = "Jayson Nissen", Title = {Gender differences in self-efficacy states in high school physics}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {15}, Number = {1}, Pages = {013102}, Month = {March}, Year = {2019} }
Refer Export Format

%A Jayson Nissen
%T Gender differences in self-efficacy states in high school physics
%J Phys. Rev. Phys. Educ. Res.
%V 15
%N 1
%D March 5, 2019
%P 013102
%U http://dx.doi.org/10.1103/PhysRevPhysEducRes.15.013102
%O text/html

EndNote Export Format

%0 Journal Article
%A Nissen, Jayson
%D March 5, 2019
%T Gender differences in self-efficacy states in high school physics
%J Phys. Rev. Phys. Educ. Res.
%V 15
%N 1
%P 013102
%8 March 5, 2019
%U http://dx.doi.org/10.1103/PhysRevPhysEducRes.15.013102


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