Journal Article Detail Page
written by
Christine Lindstrøm and Manjula Devi Sharma
Self-efficacy represents a person's belief that he or she can perform a particular task. It has been found to correlate with academic achievement and people's choice of subjects and career. While relatively widely studied, self-efficacy has not received much attention in tertiary physics. Therefore, we adapted and validated a short Physics Self-Efficacy Questionnaire before administering it four times in one year to the first-year physics cohort at the University of Sydney (N between 122 and 281). Investigating whether gender and prior formal physics instruction mattered to students' physics self-efficacy, we found that both showed a significant effect. Females consistently reported lower self-efficacy than males, and males with no prior formal physics instruction showed the highest self-efficacy of any subgroup, suggesting a 'male overconfidence syndrome'. Investigating correlations between students' physics self-efficacy and end-of-semester physics examination scores, these only seemed to develop after a relatively long time of physics study (of the order of a year or more); females developed such a correlation faster than males. We conclude that gender and prior formal instruction in physics do matter when studying physics self-efficacy, which may have important consequences both for the study of self-efficacy itself, and for the way tertiary physics is taught.
International Journal of Innovation in Science and Mathematics Education: Volume 19, Issue 2, Pages 1-19
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13759">Lindstrøm, Christine, and Manjula Sharma. "Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?." Int. J. Innov. Sci. Math. Educ. 19, no. 2, (2011): 1-19.</a>
AIP Format
C. Lindstrøm and M. Sharma, , Int. J. Innov. Sci. Math. Educ. 19 (2), 1 (2011), WWW Document, (https://openjournals.library.sydney.edu.au/index.php/CAL/article/viewFile/4770/5767).
AJP/PRST-PER
C. Lindstrøm and M. Sharma, Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?, Int. J. Innov. Sci. Math. Educ. 19 (2), 1 (2011), <https://openjournals.library.sydney.edu.au/index.php/CAL/article/viewFile/4770/5767>.
APA Format
Lindstrøm, C., & Sharma, M. (2011). Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?. Int. J. Innov. Sci. Math. Educ., 19(2), 1-19. Retrieved October 11, 2024, from https://openjournals.library.sydney.edu.au/index.php/CAL/article/viewFile/4770/5767
Chicago Format
Lindstrøm, Christine, and Manjula Sharma. "Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?." Int. J. Innov. Sci. Math. Educ. 19, no. 2, (2011): 1-19, https://openjournals.library.sydney.edu.au/index.php/CAL/article/viewFile/4770/5767 (accessed 11 October 2024).
MLA Format
Lindstrøm, Christine, and Manjula Sharma. "Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?." Int. J. Innov. Sci. Math. Educ. 19.2 (2011): 1-19. 11 Oct. 2024 <https://openjournals.library.sydney.edu.au/index.php/CAL/article/viewFile/4770/5767>.
BibTeX Export Format
@article{
Author = "Christine Lindstrøm and Manjula Sharma",
Title = {Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?},
Journal = {Int. J. Innov. Sci. Math. Educ.},
Volume = {19},
Number = {2},
Pages = {1-19},
Year = {2011}
}
Refer Export Format
%A Christine Lindstrøm %A Manjula Sharma %T Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter? %J Int. J. Innov. Sci. Math. Educ. %V 19 %N 2 %D 2011 %P 1-19 %U https://openjournals.library.sydney.edu.au/index.php/CAL/article/viewFile/4770/5767 %O application/pdf
EndNote Export Format
%0 Journal Article %A Lindstrøm, Christine %A Sharma, Manjula %D 2011 %T Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter? %J Int. J. Innov. Sci. Math. Educ. %V 19 %N 2 %P 1-19 %U https://openjournals.library.sydney.edu.au/index.php/CAL/article/viewFile/4770/5767 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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