Materials Similar to Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
- 51%: Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students
- 49%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
- 46%: Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class
- 41%: Large gender differences in physics self-efficacy at equal performance levels: A warning sign?
- 40%: Inconsistent gender differences in self-efficacy and performance for engineering majors in physics and other disciplines: A cause for alarm?
- 39%: Questions First (Q1st): The Challenges, Benefits, Drawbacks, and Results of Asking Students Questions Prior to Formal Instruction
- 39%: Gender differences in self-efficacy states in high school physics
- 37%: Exploring the contributions of self-efficacy and test anxiety to gender differences in assessments
- 36%: Gender gaps and gendered action in a first-year physics laboratory
- 34%: Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
- 34%: The Impacts of Instructor and Student Gender on Student Performance in Introductory Modeling Instruction Courses
- 34%: Developing student attitudes in the first-year physics laboratory
- 34%: The Role of Students’ Gender and Anxiety in Physics Performance
- 33%: Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses
- 33%: A Typology of Students' Interest in Physics and the Distribution of Gender and Age within Each Type
- 33%: Implementing a mixed-methods approach to understand students’ self-efficacy: A pilot study
- 31%: Exploring the relationship between self-efficacy and retention in introductory physics
- 31%: Developing a magnetism conceptual survey and assessing gender differences in student understanding of magnetism
- 31%: Gender Differences in Student Responses to Physics Conceptual Questions Based on Question Context