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

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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.

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Authors

Corresponding author

Correspondence to Chiungjung Huang.

Additional information

Chiungjung Huang. Graduate Institute of Education, National Changhua University of Education, 1 Jinde Road, Changhua, Taiwan, 500. E-mail: cjhuang@cc.ncue.edu.tw; Web site: edugrad.ncue.edu.tw

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Appendices

Appendix 1: Included studies

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Chang, A.-J. (2005). Ethnic identity and social cognitive determinants of Korean-American career choices in the science and non-science domains. Unpublished doctoral dissertation of Purdue University.

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Coykendall, S. J. (1993). The relationship between counselor self-efficacy and developmental level during an eleven-week supervisory relationship. Unpublished doctoral dissertation of the Ohio State University.

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Appendix 2: Studies of gender differences in academic self-efficacy

Table 3 Studies of gender differences in academic self-efficacy

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Huang, C. Gender differences in academic self-efficacy: a meta-analysis. Eur J Psychol Educ 28, 1–35 (2013). https://doi.org/10.1007/s10212-011-0097-y

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