Research Byte: Gender differences in academic self-efficacy: a meta-analysis

PT J
AU Huang, CJ
AF Huang, Chiungjung
TI Gender differences in academic self-efficacy: a meta-analysis
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
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.
PD MAR
PY 2013
VL 28
IS 1
BP 1
EP 35
ER