Gender Differences in Self-Efficacy Among Latino College Freshmen

Lopez, J. Derek

doi:10.1177/0739986313510690

Cited by 16 publications

(12 citation statements)

References 42 publications

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“…Among those who did not graduate, women reported different reasons than men for stopping their education (Ross et al, 2012). In addition, there is evidence to suggest that during the first college year women tend to underestimate, while men tend to overestimate, their college self-efficacy (Lopez, 2014). These findings suggest that the college experience may vary for Hispanic men and women.…”

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confidence: 80%

Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

Arbona¹

2016

JPBS

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The purpose of the study was to examine among Hispanic college women to what extent ethnic minority status stress was uniquely associated to persistence intentions when taking into account general college stress. The study also examined if college self-efficacy moderated the relation of minority status stress to students' persistence intentions. Participants were 135 Hispanic undergraduate female students (67.4% of Mexican descent; 80.7% born in the United States) enrolled in a diverse, major research, urban, public university in the Southwest United States. Findings revealed that at the bivariate level, both college stress and minority stress were negatively related to students' college persistence intentions. However, ethnic minority status stress did not contribute unique variance to persistence intentions when controlling for general college stress. College self-efficacy moderated the relation of both college stress and minority status stress to persistence intentions; that is, both college stress and minority status stress were negatively related to persistence intentions among students who scored the lowest in self-efficacy; neither stress variable was associated to persistence intentions among students with the highest levels of self-efficacy. Implications of these findings are discussed.

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confidence: 80%

Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

Arbona¹

2016

JPBS

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“…Na tabela 1 apresentamos a média e o desvio-padrão (dentro de parêntesis) dos resultados nas sete dimensões do questionário, considerando os estudantes em função do país, se pelo menos um dos pais tem ou não formação superior (C/FormSup ou S/FormSup, respetivamente) e do sexo. Os resultados do presente estudo sugerem que os estudantes, ao ingressarem no ES, apresentam expectativas académicas elevadas, o que tem sido verificado noutros estudos (Almeida et al, 2003;Baker et al, 1985;Cook & Leckey, 1999;Smith & Wertlieb, 2005 (Lopez, 2014;Sax, 2009;Sax & Harper, 2007;Zeldin et al, 2008). Se cruzarmos o país de origem e a existência de, pelo menos, um dos pais com formação superior, verificase um efeito significativo dessa interação nas dimensões Por outro lado, os estudantes espanhóis cujos pais apresentam formação académica superior parecem apresentar níveis mais baixos de expectativas, situação que contraria a investigação na área e justifica análises posteriores.…”

Section: Resultsunclassified

“…Podendo as estudantes estar mais dependentes emocionalmente da família e do grupo de amigos, a sua participação em programas de mobilidade internacional pode não ser tão valorizada pelas mesmas. Ainda, a participação em atividades científicas com os professores, ou em atividades de carácter político, pode ser superior nos rapazes, pois são atividades que são vistas como requerendo maior autonomia, competição e liderança, tradicionalmente mais associadas aos estudantes homens (Lopez, 2014;Sax, 2009;Sax & Harper, 2007;Zeldin, Britner, & Pajares, 2008). Por último, para alguns autores as estudantes estão mais propensas a considerar a opinião e a pressão dos outros (Lopez, 2014;Sax & Harper, 2007;Zeldin et al, 2008), o que aliás pode contribuir para o seu maior compromisso académico com a frequência e conclusão do curso (Dwyer, Hodson, & McCloud, 2013;Wells et al, 2013).…”

Section: Introductionunclassified

Variáveis pessoais e socioculturais de diferenciação das expectativas académicas: Estudo com alunos do Ensino Superior do Norte de Portugal e Galiza

Araújo

Almeida

Costa

et al. 2015

RPE

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Com a expansão do acesso ao Ensino Superior, nas últimas décadas assistimos a uma maior heterogeneidade de estudantes neste nível de ensino. Uma das variáveis que importa considerar na análise dos perfis de estudantes universitários são as suas expectativas académicas, uma vez que as mesmas estão associadas a níveis diferentes de envolvimento,permanência e sucesso escolar. Foi administrado um questionário de expectativas a uma amostra de 717 estudantes do 1º ano, portugueses e espanhóis, avaliando sete dimensões: i) Formação para o emprego e carreira;ii) Desenvolvimento pessoal e social; iii) Mobilidade internacional; iv)Envolvimento político e cidadania; v) Pressão social; vi) Qualidade da formação; e vii) Interação social. Os resultados foram analisados em função do país, do sexo e de os estudantes serem ou não de primeira geração (senenhum dos pais possui frequência do ES). As análises mostram que, de um modo geral, os estudantes espanhóis apresentam expectativas académicas mais baixas do que os estudantes portugueses. Por outro lado, observa-se um efeito de sentido inverso entre ser ou não estudante de primeira geração,sendo que estudantes cujos pais possuem formação superior apresentam expectativas mais elevadas em Portugal, ocorrendo uma situação inversa com os estudantes de Espanha. Algumas explicações são avançadas na interpretação destes dados. Palavras-chave: Ensino Superior; Expectativas académicas; Estudantes do primeiro ano;Variáveis socioculturais

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“…As for female Hispanics, Lopez (2014) found that they started the first year of college with lower self-efficacy appraisals and more stress and anxiety compared to their male counterparts due to both family obligations based on their gender-role, and academic achievement stereotypes. Contrary to Hispanic males, Lopez (2014) found that Hispanic females showed a positive change in self-efficacy appraisal after the first year of college. Villegas and Lucas (2002) suggest that a culturally responsive pedagogy may support perceived self-efficacy among the Hispanic community.…”

Section: Hispanic Learning Style Cultural Differences and Self-efficacymentioning

confidence: 97%

Exploring the learning experiences of adult Hispanic in MOOCs through self-efficacy theory

Talavera-Franco¹

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Diverse learners' self-efficacy learning experience in Massive Open Online Courses (MOOCs) is an area of research that needs further analysis. This interpretative phenomenological analysis (IPA) study aimed to respond to that need and concentrates on the experience of adult Hispanic learners. Self-efficacy theory provided the lens to explore the learning experiences of seven participants who registered in English Composition I MOOC offered by Duke University. Four themes were identified: 1) prior learning experiences that shaped students' academic development, 2) students' cultural background, 3) experiences and attitudes that influenced students' academic performance, and 4) English composition I MOOC learning experiences. Findings revealed the need to include strategies in MOOCs instructional design that cover the four sources of information: enactive mastery experiences, vicarious experiences, verbal persuasion, and psychological states that support students' self-efficacy. Findings also exposed that cultural background, time management skills and students' registration status-those who want to get a MOOC certificate versus those who register as audit student-have a direct effect in motivation and engagement. The study is relevant for MOOC instructional designers, Universities and MOOC providers and stakeholders. The study also showed the need for further research that includes demography, social interaction and rewarding systems in MOOCs and quantitative research that connects self-efficacy with MOOCs and Hispanics and other ethnical groups.

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Gender Differences in Self-Efficacy Among Latino College Freshmen

Cited by 16 publications

References 42 publications

Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

Variáveis pessoais e socioculturais de diferenciação das expectativas académicas: Estudo com alunos do Ensino Superior do Norte de Portugal e Galiza

Exploring the learning experiences of adult Hispanic in MOOCs through self-efficacy theory

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