Self‐efficacy (SE) can be described as a person’s belief in her/his own ability to accomplish a specific task to a given performance level, and is both content and context dependent. This may be especially important for female students in science, who tend to drop out of science classrooms with much better performance records than their male counterparts. The PACER group at SIUE has been developing an instrument to examine the relationship between physics SE and student performance in our introductory physics classrooms. Previously reported results suggesting no correlation between SE and performance in our physics classrooms led to the development of this new SE instrument. Development of the instrument, as well as field data from this pilot instrument emphasizing self‐efficacy in physics (SEP) as it relates to gender, will be discussed.

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