– 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.
– Students are more likely to get higher grades if they are confident that they can work hard.
– Confidence in academic achievement does not have a significant effect on female student grades.
– Male students, who are more confident in their academic abilities, are less likely to receive grades of “B” or higher and grades of “C” or higher.
– Confidence in academic achievement does not increase and sometimes decreases a student’s chances for academic success.
– Self-efficacy for enlisting social resources is another construct that significantly decreases a student’s chances for greater academic performance.
– Grade performance is better if a female student has a female instructor.
– Tenure track faculty give lower grades. Grades assigned by teaching assistants are typically higher than grades assigned by either tenure track faculty or adjuncts.
– Increases in high school GPA and ACT scores lead to higher grades, while being a first-generation status and experiencing financial stress leads to lower grades.
– The effect of Greek membership on the odds of getting an “A” is negative for both males and females. The effect of Greek membership on the odds getting a “C” or higher is not significant for both males and females. And the effect of Greek membership on the odds of getting a “B” or higher is not significant for females and negative for males.
2017 - Female Faculty Role Models, Self-efficacy and Student Achievement
– 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.
– Students are more likely to get higher grades if they are confident that they can work hard.
– Confidence in academic achievement does not have a significant effect on female student grades.
– Male students, who are more confident in their academic abilities, are less likely to receive grades of “B” or higher and grades of “C” or higher.
– Confidence in academic achievement does not increase and sometimes decreases a student’s chances for academic success.
– Self-efficacy for enlisting social resources is another construct that significantly decreases a student’s chances for greater academic performance.
– Grade performance is better if a female student has a female instructor.
– Tenure track faculty give lower grades. Grades assigned by teaching assistants are typically higher than grades assigned by either tenure track faculty or adjuncts.
– Increases in high school GPA and ACT scores lead to higher grades, while being a first-generation status and experiencing financial stress leads to lower grades.
– The effect of Greek membership on the odds of getting an “A” is negative for both males and females. The effect of Greek membership on the odds getting a “C” or higher is not significant for both males and females. And the effect of Greek membership on the odds of getting a “B” or higher is not significant for females and negative for males.