Male secondary students report higher self-efficacy than female students after learning from video modeling examples, without higher performance¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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 i2 Male students were significantly more confident in their own abilities than female students (main effect of observer gender, gp 2 = .060). → Vincent Hoogerheide 2016
Evidence¶
Vincent Hoogerheide 2016¶
Vincent Hoogerheide, Sofie M. M. Loyens, Tamara van Gog. (2016). Learning from video modeling examples: does gender matter? Instructional Science, 44, 69-86. https://doi.org/10.1007/s11251-015-9360-y
q3 · i2 · causal · r2
Mixed ANOVA on self-efficacy in the 2x2 experiment: significant observer-gender main effect with printed effect size "gp 2 = .060", male students (M = 5.14) more confident than female students (M = 4.47).
"there was a main effect of Gender Observer, F(1, 159) = 10.16, p = .002, gp 2 = .060, showing that male students ( M = 5.14, SE = 0.15) were significantly more confident in their own abilities than female students ( M = 4.47, SE = 0.14)."
Discussion¶
Related Claims¶
- Judgment-of-learning accuracy after video modeling examples does not differ by model or observer gender, and students of both genders predict their performance accurately — related
- Female students reported significantly lower initial self-efficacy for quantitative biology problems than male students, with small effect sizes — 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
- Male secondary students report significantly higher STEM career interest than female students across AI, computer science, and engineering at baseline — related
- Model-observer gender combination affects mental effort invested during example study: male students invest less effort with a male model, female students more effort with a male model — related
- Observing a male model enhances perceived competence more from pretest to posttest than observing a female model, for both male and female observers — related
- Male top-performing math students report higher math self-efficacy and stronger math-oriented motivation than female top performers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
male-students-higher-self-efficacy-video-modeling |
title |
Male secondary students report higher self-efficacy than female students after learning from video modeling examples, without higher performance |
description |
Male secondary students report higher self-efficacy than female students after learning from video modeling examples, without higher performance |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — vincent-hoogerheide-2016 |
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