SELF-EFFICACY, PERCEIVED IMPORTANCE, ATTITUDES, AND ACHIEVEMENT IN PHYSICS AMONG TANA HAIK COMPREHENSIVE SECONDARY SCHOOL MALE AND FEMALE STUDENTS: A PATH ANALYSIS
Abstract
The study was conducted on 227 (135 males and 92
females) grade 11 natural science stream students. Its major purpose was
to examine the effects of gender, self-efficacy, attitude, and perceived
importance on physics performances of male and female students. To do
this. a path analysis ntodel was employed. Results indicated that exct!pt
perceived importance. the other variables had sign~ficant and strong
direct effects on performance. The indirect effect of gender was much in
magnitude than the other variables. However, it was se(f-efficacy that had
strong direct and total effects on performance as compared to the other
physics-related factors. Regarding gender differences, hays excelled girls
in all of the con.~tructs they were compared. Thus, to enhance girls '
feeling of competence and aevelop positive 'attitude towards physics and
then to Lift up their performances, counseling programs need to be
initiated.
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References
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Learning about Electricity. Contemporary Educational Psychology, 20 (4),
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Nisbet, S., & Hoyle, E. (eds.) Women and Education: World Yearbook of
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Nevin, (1973). Sex Differences in Participation Rates in Mathematics and Science at
Irish Schools and Universities. International Review of Education, 19, 88-91 .
Pajares, F. (in press). Current Directions in Self - Efficacy Research. Advances in
Motivational and Achievement Volume 10. Greenwich CT: JAI Press.
Pajares, F., & Kranzler, J. (1995). Self-Efficacy Beliefs and General Mental Ability in
Mathematical Problem Solving. Contemporary Educational Psychology, 20(4),
426-443.
Pajares, F., & Miller, M. D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in
Mathematics Problem Solving. Journal of Educational Psychology, 86(2),193-
203.
Pajares, F. (1996a). Self-Efficacy in Academic beliefs in Academic Settings. Review of
l£ducation Research, 66(4),543 - 578.
Pajares, F. (1996b). Self-Efficacy Beliefs and mathematical Problem-Solving of Gifted
Students. Contemporary Educational Psychology, 21, 325 - 344.
Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of Mathematics SelfEfficacy
in Structural Model of Mathematics Achievement. Journal of
EdQcational Psychology, 85(1), 41-48.
Rey.ers, L. H., & Padilla, M. J. (1985). Science, Math, and Gender. The Science
Teacher, 52(9),47-48.
Schunk, D. H. & Gunn, T. P. (1986). Self - Efficacy and Skill Development: Influence of
Task Strategies and Attributions. Journal of Educational Research, 79(4),238-244
Schunk, D. H. (1985). Peer Models: Influence on Children's Self- Efficacy and Achievement. Journal of Educational Psychology, 77, 313-322.
Mathematics. Review of Educational Research, 46(2), 293- 311.
Archer, J. & McDonald, M. (199\). Gender Roles and School Subjects in Adolescent
Girls. Educational Research, 33( 1),55-65 .
Archer, J., & Freedman, S. (1989). Gender Stereotypic Perceptions of Academic
Discipline. British Journal of Educational Psychology, 59, 306-313.
Atsede Wondimagegnehu. (1991): Women in Science and Technology in Ethiopia. In
Tsehai Berhane-Selassie (ed.) Gender Issues in Ethiopia. Institute of Ethiopian
Studies, Addis Ababa University, Addis Ababa, pp. 109-120.
Bandura, A. (1977). Self- Efficacy: Toward a Unifying Theory of Behavior Change.
Psychological Review, 84, 191 -2 15.
--------- A. (1986). Social F,oundations of Thought and Action: A Social Cognitive
Theory. Englewood Cliffs, NJ: l>rentice Hall.
--------- A. (1989). Human Agency in Social Cognitive Theory. American Psychology,
44(9), 1175-1184.
--------- A., & Wood, R. E., (1989). Effects of Perceived Controllability and Performance
Standards on Self-Regulation of Complex Decision-Making. Journal of
Personality and Social Psychology, 56, 805-814.
Bell, J. F. (1991). Science Performance and Uptake by 15- Year- Old Pupils in North
Ireland. EducatiolJal Research, 33(2), 93- 102.
Breen, L. J., Vulcano, R. & Dyck, D.G.(1979). Observational Learning and Sex Roles in
Learned Helplessness. Psychological Reports, 44,135 -144.
Bridgham, R. (1972). Ease of Grading and Enrollment in Secondary School Science.
Journal of Research in Science Teaching. 9,323-343.
Chambers, S. K., & Andre, T. (1995). Are Conceptual Change Approaches to Learning
Science Effective for Everyone? Gender, Prior Subject Maller Interest, and
Learning about Electricity. Contemporary Educational Psychology, 20 (4),
377-391.
Comber, L.C., & Keeves, J. P. (1973). Science Education in Nineteen Countries.
Almqvist & Wiksell: Stockholm.
Dembo, M. H. (1994). Applying Educational Psychology. 4th ed. New York: Longman
Pub. Compo
Devis, D. & Fossey, J. (1985). Gender Roles and Children's Views of School Subjects
and Vocational Choice, In Archer, J. & McDonald, M. (1991). Gender Roles and
School Subjects in Adolescent Girls. Educational Research, 33(1), 55-65.
Doherty, J. & Dawe, J. (1985). The Relationship between Developmental Maturity and
Attitude to School Science: An Exploratory Study. Educational Studies, II, 93-
107.
Eccles, J. S.;dacobs, J. E. (1992). The Impact of Mothers' Gender-Role Stereotypic
Beliefs on Mothers' and Children's Ability Perceptions. Journal of Personality
and Social Personality, 63(60, 932 - 944.
Ewers, C. A. & Wood, N. L. (1993). Sex and Ability Differences in Children's Math
Self-Efficacy and Prediction Accuracy. Learning and Individual Differences, 5,
259-269.
Feinberg, A. (1988). Cognitive Gender Differences are Disappearing. American
Psychologist, 43(1), 95-IO~.
Gilligan, C. (1982). In a Different Voice. Cambridge, MA: Harvard University Press.
Piackett, G. & Betz, N. E. (1989) An Exploration of the Mathematics SelfEfficacy/
Mathematics Performance Co"espondence. Journal for' Research in
Mathematics Education, 21, 79-83.
1iackett, G. (1985). The Role of Mathematics Self-Efficacy in the Choice of Math-Related
Majors of College Women and Mtm: A Path Analysis. Journal of Counseling
Psychology, 32(1), 47-56.
Hackett, G. (1995). Self-efficacy in career choice and development. In Bandura, A. (Ed.)
Self-efficacy in Changing ~~cieties. Boston: Cambridge University Press.
Hadden, R. A. & Johnstone, A. M. (1983). Secondo-v School Pupils' Attitudes to
Science: The years of ErosiOn. European Journal oJ Science Education, 5 309-
318.
Hilton, T. L. & Bergland, G. W. (1974). Sex Differences in Mathematics Achie.oment:
A Longitudinal Study. Journal of Educational Research, 67, 231-237.
Jones, L. & Smart, T. (1995). Confidence and Mathematics: A Gender Issue? Gender
and Education, 7(2),157-166.
Kahle, J. B., Parker, L. H., Rennie, L. J., & Riley, D. (1993). Gervier Dffferences in
Science Education: Building a Model. Educational Psychologist, ,28(4),
379-404.
Kelly, A. & Smail, B. (1986). Sex Stereotypes and Attitudes to Science among elevenyear-
old Children, British Journal of Educational Psychology, 56, 158-1 68.
Kelly, A. (1978). Girls and Science (lEA Monograph No 9). Almqvist & Wiksell:
Stockholm.
,
Koval, D. B., & Staver, J. R. (1985). What Textbooks Dtm'i Teach. The Science
Teacher, 52(3),49-52.
Leo-Rhynie, E. A. (1983). Approaches to A Level Work and Study Used by a Samp/ of
Jamaican Sixth Formers. Caribbean Journal of Education, 10,2.
Levine, D. (1985). Adding. a Woman's Touch. The Science Teacher, 52(9), 25-30.
Locke, E. A., Frederick, E., Lee, C., & Bobko, P. (1984). Effect of Self-Efficacy, Goals,
and Task Strategies on Task Perfqrmance. Journal of Applied Psychology, 69,
241-251.
Matone, M., & Fleming, L. (1983). The ll.elationship of Student Characteristics and
Student Performance as Viewed by Meta-Analysis Research Journal of
Research in Science Teaching, 20, 481-496.
Megarry, J. (1984). Introduction: Sex, Gender and Education. In Acker, S., Megarry, J.,
Nisbet, S., & Hoyle, E. (eds.) Women and Education: World Yearbook of
Education 1984. London: Kogan Page Limited.
Nevin, (1973). Sex Differences in Participation Rates in Mathematics and Science at
Irish Schools and Universities. International Review of Education, 19, 88-91 .
Pajares, F. (in press). Current Directions in Self - Efficacy Research. Advances in
Motivational and Achievement Volume 10. Greenwich CT: JAI Press.
Pajares, F., & Kranzler, J. (1995). Self-Efficacy Beliefs and General Mental Ability in
Mathematical Problem Solving. Contemporary Educational Psychology, 20(4),
426-443.
Pajares, F., & Miller, M. D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in
Mathematics Problem Solving. Journal of Educational Psychology, 86(2),193-
203.
Pajares, F. (1996a). Self-Efficacy in Academic beliefs in Academic Settings. Review of
l£ducation Research, 66(4),543 - 578.
Pajares, F. (1996b). Self-Efficacy Beliefs and mathematical Problem-Solving of Gifted
Students. Contemporary Educational Psychology, 21, 325 - 344.
Randhawa, B. S., Beamer, J. E., & Lundberg, I. (1993). Role of Mathematics SelfEfficacy
in Structural Model of Mathematics Achievement. Journal of
EdQcational Psychology, 85(1), 41-48.
Rey.ers, L. H., & Padilla, M. J. (1985). Science, Math, and Gender. The Science
Teacher, 52(9),47-48.
Schunk, D. H. & Gunn, T. P. (1986). Self - Efficacy and Skill Development: Influence of
Task Strategies and Attributions. Journal of Educational Research, 79(4),238-244
Schunk, D. H. (1985). Peer Models: Influence on Children's Self- Efficacy and Achievement. Journal of Educational Psychology, 77, 313-322.
Published
1997-06-01
Section
Articles