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首页> 外文期刊>Journal of Research in Science Teaching >A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers
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A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers

机译：比较成功的男人和女人在数学，科学和技术职业中的自我效能感信念

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摘要

The purpose of this study was to explore the personal stories of men who selected careers in science, technology, engineering, or mathematics (STEM) to better understand the ways in which their self-efficacy beliefs were created and subsequently influenced their academic and career choices. Analysis of 10 narratives revealed that mastery experience was the primary source of the men's self-efficacy beliefs. These results are compared to those from Zeldin and Pajares' earlier study involving women in STEM careers. For women, social persuasions and vicarious experiences were the primary sources of self-efficacy beliefs. Together, these findings suggest that different sources are predominant in the creation and development of the self-efficacy beliefs of men and women who pursue STEM careers. The self-efficacy beliefs of men in these male-dominated domains are created primarily as a result of the interpretations they make of their ongoing achievements and successes. Women, on the other hand, rely on relational episodes in their lives to create and buttress the confidence that they can succeed in male-dominated domains. Findings were consistent with the theoretical tenets of A. Bandura's social cognitive theory. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1036-1058, 2008
机译：这项研究的目的是探讨选择科学，技术，工程或数学（STEM）职业的男性的个人故事，以更好地理解他们的自我效能感信念的产生方式并随后影响其学术和职业选择的方式。对10种叙述的分析表明，掌握经验是男人自我效能感信念的主要来源。将这些结果与Zeldin和Pajares早期研究中涉及女性从事STEM职业的研究结果进行了比较。对于女性而言，社会说服力和替代经验是自我效能感信念的主要来源。总之，这些发现表明，在从事STEM事业的男人和女人的自我效能感信念的建立和发展中，主要有不同的来源。在这些男性占主导地位的领域中，男性的自我效能感信念主要是由于他们对自己不断取得的成就和成功做出的解释而产生的。另一方面，女性则依靠生活中的关系事件来建立和支持自己在男性主导的领域中能够成功的信心。这些发现与A. Bandura的社会认知理论的理论宗旨是一致的。 ©2008 Wiley Periodicals，Inc. J Res Sci Teach 45：1036-1058，2008

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  • 来源
    《Journal of Research in Science Teaching》 |2008年第9期|1036-1058|共23页
  • 作者

    Amy L. Zeldin; Shari L. Britner; Frank Pajares;

  • 作者单位

    Division of Educational Studies, Emory University, Atlanta, GA 30322;

    Department of Teacher Education, 1501 W. Bradley Avenue, Westlake 203, Bradley University, Peoria, IL 61625;

    Division of Educational Studies, Emory University, Atlanta, GA 30322;

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