NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132233
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0146-3934
Female Faculty Role Models, Self-Efficacy and Student Achievement
Johnson, Iryna
College Student Journal, v51 n1 p151-172 Spr 2017
Based on data from a single institution, this study estimates the effect of having a female instructor, the effects of measures of self-efficacy, and the interaction effects of measures of self-efficacy and having a female instructor on female and male student grade performance. Self-efficacy for academic achievement, self-regulated learning, enlisting social resources, and control of rumination are measured using items from the Beginning College Survey of Student Engagement. A significant positive association is found between self-efficacy for self-regulated learning and academic success. The association between self-efficacy for enlisting social resources and control of rumination, on the one hand, and academic success, on the other hand, is negative. Female students score higher on those measures of self-efficacy that are positively correlated with academic success. Male students who report stronger ability for self-regulated learning have greater chances for success in a class taught by a female instructor. Confidence in academic ability has a negative effect on grades of males.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A