Self-Efficacy and Literacy: A Paired Difference Approach to Estimation of Over-/Under-Confidence in Mathematics- and Science-Related Tasks

Autor/inn/en	Cheema, Jehanzeb R.; Skultety, Lisa S.
Titel	Self-Efficacy and Literacy: A Paired Difference Approach to Estimation of Over-/Under-Confidence in Mathematics- and Science-Related Tasks
Quelle	In: Educational Psychology, 37 (2017) 6, S.652-665 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1127329
Schlagwörter	Self Efficacy; Scientific Literacy; Mathematics Skills; Adolescents; Ability; Student Characteristics; Demography; Gender Differences; Instructional Program Divisions; Racial Differences; White Students; African American Students; Hispanic American Students; Student Attitudes; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Statistical Analysis; Scores; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fähigkeit; Fertigkeit; Demografie; Geschlechterkonflikt; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Schülerverhalten; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Statistische Analyse
Abstract	Subject-specific self-efficacy is a measure of confidence in one's own ability to complete tasks related to that subject. This confidence does not necessarily reflect actual ability in the subject and can be an over- or underestimate of true ability. We use nationally representative samples of 15-year-old students from the US to measure the degree of over-/under-confidence in mathematics and science, and explore its relationship with student demographic characteristics such as gender, grade and race. Our results suggest that white students consistently underestimate their ability, whereas black and Hispanic students consistently overestimate it. This pattern in over-/under-confidence persists even after controlling for student and school level differences. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01