PSYCHOLOGIA
Online ISSN : 1347-5916
Print ISSN : 0033-2852
SPECIAL ISSUE:
MOTIVATION AND SELF-REGULATION

Guest Editors : Hirotsugu Yamauchi, Anastasia Efklides, & Markku Niemivirta
STUDENTS’ SELF-EFFICACY IN THEIR SELF-REGULATED LEARNING STRATEGIES: A DEVELOPMENTAL PERSPECTIVE
Frank PAJARESGiovanni VALIANTE
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2002 Volume 45 Issue 4 Pages 211-221

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Abstract

The purpose of this study was to provide a developmental perspective on students’ self-efficacy in their self-regulatory learning strategies using data obtained from cohort groups of students ranging from age 9 to 17 (N=1257), to determine whether this confidence differs as a function of gender, and to discover whether these differences are a function of gender orientation beliefs rather than of gender. Confidence in self-regulation decreased as students progressed from elementary school to high school, and the decrease was steeper than a similar decrease in self-perceptions of academic competence. Gender differences favored girls, but these differences were rendered nonsignificant when gender orientation beliefs were controlled. Instead, a feminine orientation was particularly adaptive. Findings support the contentions of researchers who have argued that gender differences in academic motivation may be a function of the stereotypical beliefs that students hold about gender.

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© 2002 by the PSYCHOLOGIA SOCIETY
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