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Materials Similar to Damage caused by women’s lower self-efficacy on physics learning

• 70%: Damage caused by societal stereotypes: Women have lower physics self-efficacy controlling for grade even in courses in which they outnumber men
• 54%: Women have lower physics self-efficacy controlling for grade even in courses in which they outnumber men
• 52%: Effect of gender, self-efficacy, and interest on perception of the learning environment and outcomes in calculus-based introductory physics courses
• 48%: Positive attitudinal shifts and a narrowing gender gap: Do expertlike attitudes correlate to higher learning gains for women in the physics classroom?
• 45%: How Perception of Being Recognized or Not Recognized by Instructors as a “Physics Person” Impacts Male and Female Students’ Self-Efficacy and Performance
• 44%: Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability
• 44%: The relationship of career-related self-efficacy expectations to perceived career options in college women and men
• 40%: Gender differences in classroom experiences impacting self-efficacy in an AP Physics 1 classroom
• 39%: How perception of learning environment predicts male and female students’ grades and motivational outcomes in algebra-based introductory physics courses
• 38%: Inconsistent gender differences in self-efficacy and performance for engineering majors in physics and other disciplines: A cause for alarm?
• 37%: What is the role of motivation in procedural and conceptual physics learning? An examination of self-efficacy and achievement goals
• 37%: Large gender differences in physics self-efficacy at equal performance levels: A warning sign?
• 37%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
• 37%: Implementing a mixed-methods approach to understand students’ self-efficacy: A pilot study
• 37%: A Mixed Methods Approach Towards Defining A Student's Ranges of Self-Efficacy
• 36%: Effect of culture on women physicists’ career choice: A comparison of Muslim majority countries and the West
• 35%: Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
• 35%: Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class
• 35%: Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving