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Sex role group differences in specific, academic, and general self-efficacy
1Department of Leadership, Foundations, & Human Resource Education, College of Education and Human Development, University of Louisville, Louisville, KY 40292, USA. namok@louisville.edu
The Journal of Psychology
|June 29, 2004
Summary
Masculine and androgynous individuals exhibit higher general and academic self-efficacy. This suggests masculinity is key to self-efficacy, a predictor of achievement.
Area of Science:
- Psychology
- Educational Psychology
Background:
- Self-efficacy, a predictor of achievement, is influenced by individual characteristics.
- Previous research suggests a link between masculinity and higher self-efficacy.
Purpose of the Study:
- To investigate sex role group differences in general, academic, and course-specific self-efficacy.
- To determine if masculinity is a key construct in self-efficacy differentiation.
Main Methods:
- 215 undergraduate students completed self-efficacy and sex role measures.
- Analysis of multivariate significance across sex role groups (androgynous, masculine, feminine, undifferentiated).
Main Results:
- Significant differences were found among sex role groups in self-efficacy levels.
- Masculine and androgynous groups reported higher general and academic self-efficacy than feminine or undifferentiated groups.
Conclusions:
- Masculinity appears to be a significant factor in differentiating self-efficacy.
- Findings support the role of masculinity in academic and general self-efficacy, impacting achievement.