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840101s1984 xxu ||| bt ||| | eng d
035
9| (ericd)ED244831
037
a| ED244831
b| ERIC
040
a| ericd
b| eng
c| ericd
d| MvI
091
a| mfm
100
1
a| Hackett, Gail.
245
1
0
a| Gender Differences in the Effects of Relevant and Irrelevant Task Failure on Mathematics Self-Efficacy Expectations
h| [microform] /
c| Gail Hackett and Nancy E. Betz.
260
a| [Washington, D.C.] :
b| Distributed by ERIC Clearinghouse,
c| 1984.
300
a| 35 p.
500
a| ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April, 1984).
5| ericd
500
a| Educational level discussed: Higher Education.
520
a| This investigation, part of an on-going research program examining social learning theory applications to career development, tested several hypotheses derived from A. Bandura's self-efficacy theory in the career-related domain of mathematics. Specifically, the effects of failure on a mathematics task and on a task irrelevant to mathematics were explored. Findings indicate that, congruent with theoretical expectations, measures of mathematics self-efficacy (MSE) expectations of females were not influenced by verbal-task failure; however, contrary to predictions, MSE expectations of males rose significantly higher as a result of verbal-task failure. For the mathematics-task failure condition, again counter to expectations, females' MSE rose while males' MSE was not significantly affected. No task-failure effect was found on a global rating of subjects' mathematics ability. Findings for a global verbal ability rating were partly consistent with predictions; all subjects responded to verbal-task failure with a decrease in verbal ability ratings. Unexpectedly, subjects in the mathematics-failure condition significantly increased their ratings of their verbal ability on posttest, indicating that the effects of failure had a facilitating, rather than a debilitating influence on self-efficacy with respect to a task irrelevant domain. Implications of these results for future career-related self-efficacy research are discussed. (Author/JN)
521
8
a| Researchers.
b| ericd
530
a| May also be available online. Address as at 14/8/18:
u| https://eric.ed.gov/
533
a| Microfiche.
b| [Washington D.C.]:
c| ERIC Clearinghouse
e| microfiches : positive.
650
0
7
a| Academic Ability.
2| ericd
650
1
7
a| Career Development.
2| ericd
650
1
7
a| Failure.
2| ericd
650
0
7
a| Higher Education.
2| ericd
650
1
7
a| Mathematics.
2| ericd
650
0
7
a| Mathematics Education.
2| ericd
650
1
7
a| Sex Differences.
2| ericd
650
0
7
a| Verbal Ability.
2| ericd
653
1
a| Self Efficacy
653
0
a| Mathematics Education Research
655
7
a| Reports, Research.
2| ericd
655
7
a| Speeches/Meeting Papers.
2| ericd
700
1
a| Betz, Nancy E.,
e| author.
856
4
1
u| https://eric.ed.gov/?id=ED244831
999
f
f
i| c3932388-75c0-5846-892d-754cb8cc22a2
s| 30c97460-f9bf-5c6e-a8a1-74876cdb3aec
952
f
f
a| National Library of Australia
b| Parkes
c| Parkes
d| Main Reading Room - Newspapers and Family History (MIC [Newspapers])
e| mc 2253 ED244831
h| Other scheme
m| e567d7f9-4c67-5c42-a7b0-9d692709ab57
z| Note: This item may be online. Please search the ERIC website prior to requesting this microfiche item.