A comparative study of the self‐efficacy beliefs of successful men and women in mathematics, science, and technology careers
Abstract
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
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Much existing literature on self-efficacy and motivation in STEM has focused on secondary and higher education levels, leaving a gap in primary education.
“While much of the existing literature has focused on self-efficacy at the secondary and higher education levels, a significant gap remains in understanding these dynamics within primary education.”
From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Zeldin et al., 2008
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“…self-efficacy has predominantly explored populations such as secondary school students, undergraduates, graduate students, and educators (Zeldin et al., 2008; Bilgin et al., 2015; Hasni and Potvin, 2015; Kelley et al., 2020; Wang & Zhao, 2021; Chang et al., 2022), there is a notable…”
- Authors
- Zeldin, A. L., Britner, S. L., & Pajares, F.
- Affiliations
- Emory University (US)
- Bradley University (US)
- Corresponding author
- Britner, Shari L.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2007-03-12
- Volume
- 45
- Issue
- 9
- Pages
- 1036-1058
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2008389660
- Cited by
- 497
- References
- 48
- Citations by year
- 2026: 15 · 2025: 22 · 2024: 30 · 2023: 29 · 2022: 34 · 2021: 35 · 2020: 54 · 2019: 45 · 2018: 32 · 2017: 27 · 2016: 29 · 2015: 39 · 2014: 24 · 2013: 24 · 2012: 17
- FWCI
- 20.09
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research in Science Teaching (publishedVersion)
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Keywords
- self-efficacy, STEM careers, gender differences, mastery experiences, social persuasion, vicarious experience, social cognitive theory, career choice, academic choice, women in STEM, personal narrative
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