Relations of Gender and Socioeconomic Status to Physics Through Metacognition and Self-Efficacy

Yerdelen-Damar, Sevda; Peşman, Haki

doi:10.1080/00220671.2012.692729

Cited by 34 publications

(24 citation statements)

References 34 publications

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“…Simon and colleagues (2014) documented these gender-based differences in selfefficacy in STEM subject areas, helping to explain differences seen in male-dominated academic areas such as physics (Yerdelen-Damar & Pesman, 2013). Work by Hazari and colleagues (2010) point to the role of future value as possible cause for lower career interest in physics for girls, paralleling findings regarding gender differences in the task value for mathematics (Watt et al, 2012).…”

Section: Gendermentioning

confidence: 62%

The Relationship of STEM Attitudes and Career Interest

Wiebe

Unfried

Faber³

2018

EURASIA J MATH SCI T

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This study examines the relationships between attitudes toward all core STEM subjects and interest in STEM careers among 4th through 12th grade US students through the administration of the Student Attitudes toward STEM (S-STEM) Survey to over 15,000 public school students. The research developed a model based on expectancy-value theory that incorporates key demographic factors of age, gender, and race/ethnicity. Our findings reinforce prior research that students across key demographic factors perceive biological/clinical and physical science career paths differently, resulting in two career clusters. Of interest, the relationship of mathematics attitudes to career interest varied by STEM career cluster. Findings were also supportive of the conclusion that students' attitudes towards STEM careers are not static over their primary and secondary grades, stabilizing and leveling during their secondary years. Gender showed significantly different interest levels for the two career clusters: males higher for physical sciences and females higher for biological/clinical sciences. Racial/ethnic disparity in STEM career interests can be seen more readily in physical sciences and engineering than in the biological sciences. Overall, our work reinforces findings that students, as young as elementary grades, are forming attitudinal associations between their academic and life experience and future STEM careers.

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Section: Gendermentioning

confidence: 62%

The Relationship of STEM Attitudes and Career Interest

Wiebe

Unfried

Faber³

2018

EURASIA J MATH SCI T

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“…However, levels of academic self‐efficacy may vary by gender depending upon subject matter, with adolescent males reporting greater efficacy for math and females reporting greater efficacy in language arts (Huang, ). Differences in academic self‐efficacy by other characteristics are clearer, with research indicating that students of lower socioeconomic status (SES) and those who identify as racial and ethnic minorities are at risk for lower levels of academic self‐efficacy (Bembenutty, ; Hackett, Betz, Casas, & Rocha‐Singh, ; Peguero & Shaffer, ; Yerdelen‐Damar & Pesman, ). As such, the examination of academic self‐efficacy as a protective factor is particularly warranted within this at‐risk population.…”

Section: Introductionmentioning

confidence: 99%

Internalizing and externalizing in adolescence: the roles of academic self‐efficacy and gender

Rocchino

Dever

Telesford

et al. 2017

Psychology in the Schools

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This study examines academic self-efficacy and gender as predictors of internalizing and externalizing behaviors in adolescence.In addition, the role of gender was considered as a moderator in the relationship between academic self-efficacy and internalizing/externalizing difficulties. Participants were 4,318 predominantly African American, low-income high school students who completed self-report measures on the constructs of interest. Academic selfefficacy and gender were both significant predictors of risk for internalizing problems, whereas only academic self-efficacy predicted risk for externalizing (hyperactivity/distractibility) problems. Gender did not predict externalizing difficulties, nor did gender serve as a moderator in any analysis. Implications include focusing on academic self-efficacy in the development of strategies for prevention and intervention of internalizing and externalizing problems. K E Y W O R D Sacademic self-efficacy, internalizing, externalizing, gender 1 Psychol Schs. 2017;54:905-917.wileyonlinelibrary.com/journal/pits

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“…Most of the related studies present significant relationships between learners' affective characteristics and their achievement levels. For instance, in the following studies, the variables of interest (Awodun et al, 2014; Chang & Cheng, 2008; Lawrenz et al, 2009; Lin et al, 2013; von Rhöneck et al, 1998), self‐efficacy (Burhan, 2013; Byrnes & Miller, 2007; Kocakaya & Gönen, 2013; Lin et al, 2013; Yerdelen‐Damar & Peşman, 2013; Yüksel & Geban, 2015), enjoyment (Lin et al, 2013), self‐concept (Byrnes & Miller, 2007; Chang & Cheng, 2008), anxiety (Berberoglu & Demircioglu, 2000; Vahedi & Yari, 2014; Yüksel & Geban, 2015), and achievement motivation (Gungor et al, 2007; Robbins et al, 2004) were all found to be significant predictors in terms of scientific achievements. It is believed that learners' affective characteristics are important for their academic performance, but it does not explain total achievement alone.…”

Section: Literature Reviewmentioning

confidence: 99%

“…One of the most critical personal characteristics is gender in science achievement. Although some studies report it as the significant predictor (Berberoglu & Demircioglu, 2000; Byrnes & Miller, 2007; Kumar & Morris, 2005; Lawrenz et al, 2009; Mkpanang, 2016; Yıldırım & Eryılmaz, 1999), the others report it as the insignificant one (Awodun et al, 2014; Byrnes & Miller, 2007; Yerdelen‐Damar & Peşman, 2013). Hence, as Mkpanang (2016) underlined, investigating whether gender is a significant predictor for science achievement or not is still a crucial question for researchers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Research literature indicates that parental socioeconomic status influences child's academic performance (Byrnes & Miller, 2007; Dincer & Uysal, 2010; Hanushek & Luque, 2003; Sadler & Tai, 2001; Schiller, Khmelkov, & Wang, 2002; Yıldırım & Eryılmaz, 1999). Families with higher socioeconomic level tend to use their potentials more effectively for their children education (Yerdelen‐Damar & Peşman, 2013; Yıldırım & Eryılmaz, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

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Factors affecting 12th‐grade students' physics achievement

Taşlıdere

2020

Psychology in the Schools

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The current study aimed to determine and predict 12th-grade students' physics achievement in terms of some selected cognitive, physics-related effective, personal, and socioeconomic characteristics in Turkey. Four hundred and ninety-six students (273 female and 223 male) from 18 high schools formed the study group. Findings indicated that cognitive characteristics including science achievement and physics course grades explained the largest amount of variance (60.6%) in the achievement by itself. Physics interest and physics motivation as well as gender and perception of teacher-directed activities also explained a small amount of variance in student achievement. Although none of the socioeconomic characteristic variables were found to be significant, the entire model accounted for 64% of the variance in physics achievement.

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Relations of Gender and Socioeconomic Status to Physics Through Metacognition and Self-Efficacy

Cited by 34 publications

References 34 publications

The Relationship of STEM Attitudes and Career Interest

The Relationship of STEM Attitudes and Career Interest

Internalizing and externalizing in adolescence: the roles of academic self‐efficacy and gender

Factors affecting 12th‐grade students' physics achievement

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