Abstract
A meta-analysis of 187 studies containing 247 independent studies (N = 68,429) on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males. Moderator analysis demonstrated that content domain was a significant moderator in explaining effect size variation. Females displayed higher language arts self-efficacy than males. Meanwhile, males exhibited higher mathematics, computer, and social sciences self-efficacy than females. Gender differences in academic self-efficacy also varied with age. The largest effect size occurred for respondents aged over 23 years old. For mathematics self-efficacy, the significant gender differences emerged in late adolescence. Future research should longitudinally examine gender differences in academic self-efficacy to determine the prevalence of gender differences during different life stages.
| Original language | English |
|---|---|
| Pages (from-to) | 1-35 |
| Number of pages | 35 |
| Journal | European Journal of Psychology of Education |
| Volume | 28 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2013 Feb 18 |
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All Science Journal Classification (ASJC) codes
- Education
- Developmental and Educational Psychology
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Gender differences in academic self-efficacy : A meta-analysis. / Huang, Chiungjung.
In: European Journal of Psychology of Education, Vol. 28, No. 1, 18.02.2013, p. 1-35.Research output: Contribution to journal › Article
TY - JOUR
T1 - Gender differences in academic self-efficacy
T2 - A meta-analysis
AU - Huang, Chiungjung
PY - 2013/2/18
Y1 - 2013/2/18
N2 - A meta-analysis of 187 studies containing 247 independent studies (N = 68,429) on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males. Moderator analysis demonstrated that content domain was a significant moderator in explaining effect size variation. Females displayed higher language arts self-efficacy than males. Meanwhile, males exhibited higher mathematics, computer, and social sciences self-efficacy than females. Gender differences in academic self-efficacy also varied with age. The largest effect size occurred for respondents aged over 23 years old. For mathematics self-efficacy, the significant gender differences emerged in late adolescence. Future research should longitudinally examine gender differences in academic self-efficacy to determine the prevalence of gender differences during different life stages.
AB - A meta-analysis of 187 studies containing 247 independent studies (N = 68,429) on gender differences in academic self-efficacy identified an overall effect size of 0.08, with a small difference favoring males. Moderator analysis demonstrated that content domain was a significant moderator in explaining effect size variation. Females displayed higher language arts self-efficacy than males. Meanwhile, males exhibited higher mathematics, computer, and social sciences self-efficacy than females. Gender differences in academic self-efficacy also varied with age. The largest effect size occurred for respondents aged over 23 years old. For mathematics self-efficacy, the significant gender differences emerged in late adolescence. Future research should longitudinally examine gender differences in academic self-efficacy to determine the prevalence of gender differences during different life stages.
UR - http://www.scopus.com/inward/record.url?scp=84873695793&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84873695793&partnerID=8YFLogxK
U2 - 10.1007/s10212-011-0097-y
DO - 10.1007/s10212-011-0097-y
M3 - Article
AN - SCOPUS:84873695793
VL - 28
SP - 1
EP - 35
JO - European Journal of Psychology of Education
JF - European Journal of Psychology of Education
SN - 0256-2928
IS - 1
ER -