Understanding gender disparity: factors affecting higher education self-efficacy of students in Malaysia

Abstract

Purpose Gender disparity is a global phenomenon where females outnumber male participants. It has been observed that males are the early leaver from higher education, thus reflecting a severe concern about social instability. Malaysia is a prominent example where females outnumber males in higher education. In this context, this paper aims to examine the effect of individual, social and financial factors on the higher education self-efficacy of male and female students. It develops a comprehensive understanding of gender-based decision factors in pursuing higher education. Design/methodology/approach The hypothesis was formed based on a comprehensive literature review following the hypothetico-deductive positivist approach. These hypotheses were tested based on a sample of 250 respondents. A multiple regression analysis was deployed to test the relationship between the dependent variable and its predictors. Findings The results suggest that male and female students’ self-efficacy depends on five determinants, i.e. family influence, peer influence, career expectancy outcome, gender roles and institutional factors. Male students tend to be influenced more by these five determinants than females. Additionally, male students with better financial backgrounds are more likely to have higher self-efficacy, whereas gender roles negatively affect male and female students’ self-efficacy for higher education. Research limitations/implications The breakout of COVID-19 resulted in the selection of limited students in Malaysia. Due to restricted movement orders, it was impossible to reach out to the students for data collection. Future research could include a broader area to include multiple other regions of Malaysia. For a broader aspect, the study could be conducted in other areas/countries where the problem of less male participation exists. Practical implications The relationship between higher education self-efficacy is assessed with social, financial and institutional factors for male and female students. It will enable the stakeholders and policymakers to make better decisions in increasing the self-efficacy of students to attain equity in higher education institutions. Social implications The finding of this paper will assist in increasing male participation in higher education institutions to avoid any social instability. Originality/value This paper contributes to the literature in understanding the causes of gender gap reversal, focusing on Malaysian higher education institutions. It also provides empirical evidence to look at potential factors that affect the higher education self-efficacy of male and female students.

Factor Structure Validation and Measurement Invariance Testing of the Five C’s Model of Positive Youth Development among Emerging Adults in Malaysia

“…For college students, strong connections with others can also boost their sense of personal and academic confidence (Hope et al, 2013;Li et al, 2018). It is also worth noting that in general, studies have found that collectivist cultural values, such as those found in many non-WEIRD countries, are associated with higher levels of connectedness to others (Pelham et al, 2022) (Saadat & Sultana, 2023;Subon et al, 2020;Tamam, 2013;Wan Chik et al, 2012). Therefore, these findings are meaningful as they allow for comparisons of PYD in Malaysia across gender and race.…”

Peran Financial Self-Efficacy Pada Kualitas Pembelajaran Akuntansi Dan Keuangan Terhadap Keputusan Investasi

“…Self efficacy mencerminkan keyakinan seseorang pada kemampuannya untuk melaksanakan kegiatan dan mengambil keputusan berdasarkan kondisi tertentu (Saadat & Sultana, 2023). Financial Self efficacy menjadi penentu utama dalam penentuan keputusan untuk melakukan investasi.…”

Students’ self-efficacy in mathematics academic achievement: Do teachers’ personality traits matter?

“…In the context of mathematical education, studies reveal that SSEF plays a significant role in enhancing math academic performance and achievement (Hinnant-Crawford et al, 2016;Saadat and Sultana, 2023;Zientek et al, 2019). It has been reported that high levels of self-efficacy contribute to motivation, effort, and persistence in pursuing tasks, even in the face of challenges or setbacks, all of which contribute to better performance in math-related tasks.…”

“…The questionnaire items used in this study were adapted from previous studies. The seven items for SSEF were adopted from validated scales developed by Hinnant-Crawford et al ( 2016), Saadat and Sultana (2023), and Zientek et al (2019). TPTS was measured using nine items adopted from Agyemang et al (2016), Ahmed et al (2019), Aarti and Kadian (2022), and Berkovich and Eyal (2019).…”

“…Understanding the determinants that influence a student's academic achievement is of utmost significance for educators, policymakers, and researchers striving to improve educational outcomes and foster career development. Previous research has revealed that factors including cognitive Open Access: https://ejournal.papanda.org/index.php/edukasiana/ abilities, instructional methodologies, and socioeconomic backgrounds exert an influence on students' academic performance and attainment (Gopal et al, 2020;Dennis, 2022;Saadat and Sultana, 2023).…”