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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? When gender/sex was the lone predictor, female students had significantly higher odds of reporting Getting Help from Peers (B = 0.62, p = 0.03, odds ratio 1.87). → Aikens 2023 q3 i? When initial self-efficacy was added, the gender/sex coefficient was no longer significant (B = 0.47, p = 0.10, odds ratio 1.59). → Aikens 2023 (2)

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 · i? · associational · r2

Coefficients from the Getting Help from Peers model with gender/sex as the lone predictor (Table 4); the female coefficient was significant at p = 0.03 with odds ratio 1.87. No standardized effect size is printed, so impact is unquantified.

"Gender/sex: female 0.62 0.28 0.03 1.87"

Aikens 2023 (2)¶

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 · i? · associational · r2

Coefficients from the model adding initial self-efficacy (Table 4); the female coefficient rose to p = 0.10 with odds ratio 1.59, indicating attenuation once initial self-efficacy (B = −0.45, p < 0.001) was included.

"Gender/sex: female 0.47 0.28 0.10 1.59"

Discussion¶

Related Claims¶

• Female students reported significantly lower initial self-efficacy for quantitative biology problems than male students, with small effect sizes — 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
• Higher initial self-efficacy increased the odds of students reporting that accomplishing the problems increased their self-efficacy — 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
• Class and teacher organization and peer support positively predict self-efficacy, while workload negatively predicts e-learning self-efficacy but positively predicts computer self-efficacy — related