Female students reported significantly lower initial self-efficacy for quantitative biology problems than male students, with small effect sizes¶

Claim · All claims
Evidence · 1 study · associational r1 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Mean initial self-efficacy scores were significantly lower for female students than male students on both tasks (r = 0.14 and r = 0.19). → Aikens 2023

Evidence¶

Aikens 2023¶

Aikens, M. L., & Kulacki, A. R. (2023). Identifying Group Work Experiences That Increase Students' Self-Efficacy for Quantitative Biology Tasks. CBE—Life Sciences Education. https://doi.org/10.1187/cbe.22-04-0076

q3 · i1 · associational · r1

Mann-Whitney U-tests compared initial self-efficacy by gender/sex for each task; means were 3.27 (female) vs 3.59 (male) for HWE and 2.75 vs 3.21 for PG, with "effect sizes were small in both cases (r = 0.14 and r = 0.19, respectively)."

"Mean initial self-efficacy scores for the HWE and PG problems were significantly lower for female students than male students (p = 0.05 and p < 0.01, respectively), although effect sizes were small in both cases (r = 0.14 and r = 0.19, respectively)."

Discussion¶

Related Claims¶

• Male students report significantly higher overall technological self-efficacy than female students (p = 0.001) — related
• Gender/sex predicted reporting that getting help from peers increased self-efficacy when modeled alone, but this relationship was attenuated after accounting for initial self-efficacy — related
• Lower initial self-efficacy significantly increased the odds of students reporting that getting help from peers increased their self-efficacy — related
• Students' self-efficacy for quantitative biology tasks significantly increased after completing collaborative group work assignments, with large effect sizes — related
• Descriptive patterns link infrequently reported experiences to initial self-efficacy: teaching others and no impact were reported by higher self-efficacy students, consulting a teacher by lower — related
• Female students performed significantly worse than male students overall, and learning effects of experience were higher for male students
• No gender differences in writing self-efficacy were found in any included postsecondary study — related
• Single-sex math classrooms raised female students' math performance by 7–10% over co-educational programs — related
• Male secondary students report higher self-efficacy than female students after learning from video modeling examples, without higher performance — related
• Female students provided lower local judgments with lower sensitivity but higher specificity than male students — related
• The review reports that highly competent PALs increased learners' application of acquired knowledge while low-competent PALs increased self-efficacy — related
• Female students reported lower challenge emotions than male students after controlling for other variables — related
• Female student teachers score significantly higher on performance goal orientation than male students, with no gender differences on the other dimensions — reports the opposite