Boys hold significantly higher self-efficacy than girls in science inquiry at every measurement point, though the gap narrows during training¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 A significant gender difference in self-efficacy favoring boys was present at all four measurement points, largest at baseline (d = 1.29) and reduced but still significant at the second during-training point (d = 0.75). → Hans van der Meij 2015
Evidence¶
Hans van der Meij 2015¶
Hans van der Meij, Jan van der Meij, Ruth Harmsen. (2015). Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment. Education Tech Research Dev. https://doi.org/10.1007/s11423-015-9378-5
q3 · i3 · causal · r2
Repeated measures ANOVA in the 61-student experiment; gender favored boys at every point, with d = 1.29 at baseline, d = 1.26 at SE during-1, d = 0.75 at SE during-2, and d = 0.78 after training. The article notes girls increased their self-appraisals more than boys but remained significantly lower.
"A significant difference in self-efficacy for gender favoring boys was found at each of the four measurement points. This gender difference was evident at the outset of the study (before), F(1,55) = 26.3, p = 0.00, d = 1.29"
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- A significant time-by-condition-by-gender interaction in self-efficacy during training: girls rose in experimental conditions and fell in control, boys the opposite — related
- Girls show less confidence and interest in math and science from early adolescence, and a strong math/science self-concept predicts course choice and performance for both genders — a broader claim this one bears on
- Boys rate their mathematics ability under challenge significantly higher than girls at every level of observed mathematics ability, including the highest (p < 0.001) — related
- Girls rate the female agent as a significantly better model than boys do — related
- Self-efficacy increases significantly over the first interval of inquiry training and stays higher through and after training — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
boys-higher-self-efficacy-science-inquiry |
title |
Boys hold significantly higher self-efficacy than girls in science inquiry at every measurement point, though the gap narrows during training |
description |
Boys hold significantly higher self-efficacy than girls in science inquiry at every measurement point, though the gap narrows during training |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hans-van-der-meij-2015 |
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