自我效能与表现之间的不匹配：尽管比男性获得更高的成绩，但工程专业的本科女性往往自我效能较低
A mismatch between self-efficacy and performance: Undergraduate women in engineering tend to have lower self-efficacy despite earning higher grades than men
摘要：
在许多科学，技术，工程和数学（STEM）专业和职业中，女性的代表性显着不足。先前的研究表明，自我效能感可能是学生学习的一个关键因素，在STEM学科中，女性的自我效能感往往低于男性。本研究旨在探讨工科大学生基础课程自我效能感与课程成绩关系的性别差异。通过关注工科学生，我们在同一人群中同时研究了四个STEM学科（数学，工程，物理和化学）的性别差异。使用纵向收集的调查数据在三个时间点和课程成绩数据从五个队列的工程专业学生在美国的一个大型研究型大学，使用科恩的d两个措施的影响大小的性别差异计算：响应调查项目的学科特定的自我效能感和课程成绩在所有第一年的基础课程和第二年的数学课程。在工程、物理和数学课程中，我们发现自我效能和表现之间存在相当大的差异，尽管成绩差异很小或相反，但男性比女性更自信。在化学方面，女性的成绩更高，自我效能也更高。这些模式在每个学科的课程中是一致的。除物理自我效能感外，其他自我效能感的性别差异均在第四年接近。自我效能感与各学科课程成绩之间的脱节为有针对性的干预措施提供了有用的线索，以促进公平的学习环境。最极端的脱节发生在物理学领域，这可能有助于解释妇女在“重物理”的工程学科中代表性严重不足的原因，突出了这种干预的重要性。
英文摘要：
There is a significant underrepresentation of women in many Science, Technology, Engineering, and Mathematics (STEM) majors and careers. Prior research has shown that self-efficacy can be a critical factor in student learning, and that there is a tendency for women to have lower self-efficacy than men in STEM disciplines. This study investigates gender differences in the relationship between engineering students' self-efficacy and course grades in foundational courses. By focusing on engineering students, we examined these gender differences simultaneously in four STEM disciplines (mathematics, engineering, physics, and chemistry) among the same population. Using survey data collected longitudinally at three time points and course grade data from five cohorts of engineering students at a large US-based research university, effect sizes of gender differences are calculated using Cohen's d on two measures: responses to survey items on discipline-specific self-efficacy and course grades in all first-year foundational courses and second-year mathematics courses. In engineering, physics, and mathematics courses, we find sizeable discrepancies between self-efficacy and performance, with men appearing significantly more confident than women despite small or reverse direction differences in grades. In chemistry, women earn higher grades and have higher self-efficacy. The patterns are consistent across courses within each discipline. All self-efficacy gender differences close by the fourth year except physics self-efficacy. The disconnect between self-efficacy and course grades across subjects provides useful clues for targeted interventions to promote equitable learning environments. The most extreme disconnect occurs in physics and may help explain the severe underrepresentation of women in "physics-heavy" engineering disciplines, highlighting the importance of such interventions.
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