Self-Efficacy in Introductory Physics in Students at Single-Sex and Coeducational Colleges

dc.contributor.author	Blue, Jennifer
dc.contributor.author	Mills, Mary Elizabeth
dc.contributor.author	Yezierski, Ellen
dc.date.accessioned	2016-04-02T22:54:53Z
dc.date.available	2016-04-02T22:54:53Z
dc.identifier.other	Jennifer Blue, Mary Elizabeth Mills, and Ellen Yezierski (2013) Self-Efficacy in Introductory Physics in Students at Single-Sex and Coeducational Colleges. Proceedings of the 2012 Physics Education Research Conference, pages 78-81. Paula V. Engelhardt, Alice D. Churukian, N. Sanjay Rebello, Eds. Melville, NY: American Institute of Physics.	en_US
dc.identifier.uri	http://hdl.handle.net/2374.MIA/5904
dc.description.abstract	We surveyed 88 students at four colleges: one men’s college, two women’s colleges, and one coeducational college. The questions, modified from Reid (2007), asked about in-class participation, how fulfilled they were by their achievement in their calc-based physics class, their attitude toward their class, and their self-efficacy (Bandura 1994) in the class. While a t-test showed no difference between men and women, an ANOVA showed a significant interaction between sex and type of school. Detailed results will be presented and discussed.	en_US
dc.title	Self-Efficacy in Introductory Physics in Students at Single-Sex and Coeducational Colleges	en_US
dc.type	Journal Article	en_US
dc.date.published	2013

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