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Gender differences in school children's self-efficacy beliefs : students' and teachers' perspectives

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dc.contributor.authorWebb Williams, J.
dc.date.issued2014
dc.description.abstractThis small scale study examined gender differences in self-efficacy. 24 girls and 28 boys aged between10 and 12 years completed self-efficacy questionnaires and attainment tests. The study was conducted in two primary school classrooms in England and the results indicated that gender differences in self efficacy were significant with boys holding a lower sense of self-efficacy than girls coupled with lower performance. Boys’ self-efficacy scores were significantly correlated with performance but this relationship was lower than that of the girls. Interviews with the two teachers involved in this study showed a lack of understanding and awareness of the self-efficacy beliefs of their students and the impact it potentially had on their students’ performance. Implications for teachers are discussed.
dc.identifier.citationEducational Research and Reviews, 2014; 9(3):75-82
dc.identifier.doi10.5897/ERR2013.1653
dc.identifier.issn1990-3839
dc.identifier.issn1990-3839
dc.identifier.urihttps://hdl.handle.net/11541.2/111771
dc.language.isoen
dc.publisherAcademic Journals
dc.rightsCopyright 2014 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution License 4.0
dc.source.urihttps://doi.org/10.5897/ERR2013.1653
dc.subjectprimary classroom
dc.subjectself-efficacy
dc.subjectgender
dc.subjectcorrelation
dc.subjectattainment
dc.titleGender differences in school children's self-efficacy beliefs : students' and teachers' perspectives
dc.typeJournal article
pubs.publication-statusPublished
ror.fileinfo12143164540001831 13143161280001831 9915975511801831_53114239980001831.pdf
ror.mmsid9915975511801831

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