A Middle School Drop: Consistent Gender Differences in Students' Self-Efficacy. Working Paper

Autor/inn/en	Fahle, Erin M.; Lee, Monica G.; Loeb, Susanna
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	A Middle School Drop: Consistent Gender Differences in Students' Self-Efficacy. Working Paper
Quelle	(2019), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Gender Differences; Middle School Students; Self Efficacy; Elementary School Students; Racial Differences; Ethnicity; Socioeconomic Status; Institutional Characteristics; School Culture; Educational Environment; Self Esteem; Student Attitudes; High School Students; Student School Relationship; Discipline; Standards; School Safety; California + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; High school; High schools; Oberschule; Studentin; Schüler-Lehrer-Beziehung; Disziplin; Standard; Kalifornien
Abstract	Academic self-efficacy is a student's belief about their ability to learn or to perform within a school environment. This paper captures differential trends in academic self-efficacy by gender using self-efficacy survey data from five large districts in California from the 2014-15 through 2017-18 school years. We find that female students report significantly higher self-efficacy in elementary school compared to males. In middle school, students' self-efficacy declines for both genders; however, this drop is substantially greater for females, leading to significantly lower levels of reported self-efficacy for females than males from middle school onward. Despite large differences in average self-efficacy, this gendered pattern of drop-off occurs consistently across racial, socioeconomic, and academic subgroups. Average self-efficacy also varies significantly among schools; however, school demographics and culture and climate, as reported by students, are not strongly associated with the average female-male self-efficacy gap. Looking at how the general measure of academic self-efficacy corresponds with test scores, we find the drops in self-efficacy are most pronounced for low scoring students, and that changes in grade-to-grade test scores modestly correlate with changes in general academic self-efficacy. (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01