Sex Differences in Self-Efficacy and Attributions: Influence of Performance Feedback

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dale H. Schunk, Dean (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This study explored the hypothesis that explicit performance feedback would moderate sex differences in performance expectations (self-efficacy) and attributions. Within this context, this study investigated whether achievement cognitions differed as a function of grade level. Male and female students in grades six and eight judged their self-efficacy for learning a novel mathematical task (residues), after which they individually completed a written packet that provided instruction and practice opportunities. Students received performance feedback by checking answers to alternate problems. Following training, attributions and self-efficacy for solving residue problems were assessed. Although girls initially judged self-efficacy lower than boys, no sex differences were obtained on any measure following training. Sixth graders made higher effort attributions and demonstrated lower residue skill than eighth-grade students. Implications for teaching are discussed.

Additional Information

Journal of Early Adolescence, 4, 203-213.
Language: English
Date: 1984
Gender differences, Students, Self-efficacy, Self-image, Mathematics, Instruction

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