Self-efficacy differences by gender in the introductory physics classes

1. An investigation into students’ self-efficacy in
introductory physics courses
Introduction Methodology Conclusion &
DiscussionOver the past 20 years, women continue to be
underrepresented in engineering fields.
Several factors have been proposed to
understand the underrepresentation for
women in STEM: prior preparation, teaching
methodologies, sociocultural effects and
motivation.
Self-efficacy is one aspect of motivational
studies that can affect performance, and
research have shown women have lower self-
efficacy than males in various STEM
domains.
Purpose: This study examines the self-
efficacy of male and female students with
similar achievement in an introductory
physics course sequence, which are generally
considered gateway courses for engineering
and physical science majors.
• Self-efficacy survey was
given three times in one
academic year. Both courses
were approximately 32%
female.
Z. Yasemin Kalender1, Emily Marshman1, Timothy Nokes-Malach2, Christian Schunn2, and Chandralekha Singh1
1Department of Physics and Astronomy, 2Learning Research and Development Center
University of Pittsburgh, Pittsburgh PA 15260
Analysis: We focused only on self-efficacy differences between similarly
performing female and male students who passed the course the first time.
To test significance between the groups, we used a two-way ANOVA.
• Other analysis we have
done in different data sets
include that physics self-
efficacy gender gap is much
bigger than other STEM
courses in freshmen years.
Implications
• Dropping the course or major
at early stages
• Failing to promote their
strength and skills in STEM
career.
• Classroom interventions to
reduce gender gap in self-
efficacy are required to
increase STEM diversity and
retention of minorities.
Acknowledgement
This research is supported by NSF
grant DUE-1524575. We also thank the
Office of Provost for providing us with
the data.
Survey Item Response
options
 I am often able to help my classmates with physics in the laboratory or
in recitation.
a.No!
b.no
c.yes
d.Yes!
 I get a sinking feeling when I think of trying to tackle difficult physics
problems. (R)
 If I study, I will do well on a physics test.
Beginning
of Physics 1
Beginning
of Physics 2
End of
Physics 2
SELF-EFFICACY
PERFORMANCE
GENDER
EFFECT?
N=1,054 N=914 N=630
Results
Grade B Grade B
2
3
4
GRADEC GRADEB GRADEA
PostSelf-efficacy
Grade
Physics1
Male
YES!
yes
no
C B A
Female
d= 0.89 d = 0.67
d = 0.60
2
3
4
GRADEC GRADEB GRADEA
PostSelf-Efficacy
Grade
Physics2
Male
Female
YES!
yes
no
C B A
d = 0.62
d = 0.89
d = 0.60