Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students Article

Stewart, John, Henderson, Rachel, Michaluk, Lynnette et al. (2020). Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students . JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, 29(6), 758-773. 10.1007/s10956-020-09853-5

cited authors

  • Stewart, John; Henderson, Rachel; Michaluk, Lynnette; Deshler, Jessica; Fuller, Edgar; Rambo-Hernandez, Karen

sustainable development goals

authors

publication date

  • August 18, 2020

webpage

published in

keywords

  • ACADEMIC-PERFORMANCE
  • ACHIEVEMENT
  • BELIEFS
  • CAREER
  • CHOICE
  • EXPERIENCES
  • Education & Educational Research
  • Education, Scientific Disciplines
  • Gender
  • Impact of feedback
  • Introductory math and physics
  • MATHEMATICS
  • MOTIVATED STRATEGIES
  • OUTCOME EXPECTATIONS
  • STEM course self-efficacy
  • Social Sciences
  • WOMEN

Digital Object Identifier (DOI)

publisher

  • SPRINGER

start page

  • 758

end page

  • 773

volume

  • 29

issue

  • 6