Browsing by Subject "Upplevd självförmåga"

Aim. The aim of this thesis was to examine whether there are gender-based differences in self-efficacy in STEM-subjects, i.e. science, technology, engineering and mathematics, and, if so, what these differences look like. The term self-efficacy derives from Albert Bandura’s social cognitive learning theory and describes an individual’s belief in his/her own ability to perform a given task. Self-efficacy influences the individual’s performance, life choices, motivation, functional capacity, ability to endure setbacks, and resistance against stress and depression. In view of Huangs meta-analysis from 2013 (comprising articles from the 2000s), the results of which imply that men have higher levels of self-efficacy compared to women in traditionally masculine domains, I wanted to examine whether the situation has changed during the 2010s. Equality has been a topical issue in recent years. Equality work in schools has been developed due to focus on equity in the Finnish curriculum of 2014, and due to the 2014 change in the law, which required every school in Finland to create an equality plan. The aim of the change of law was to diminish discrimination on basis of gender, as well as to promote the position of women in the work field, which in Finland is very gender-segregated despite the country’s otherwise high level of equality. Methods. The current study is executed as an integrative literature review with content analysis as the method of analysis. I have analysed nine articles describing studies conducted in Northern Europe and the USA, which contribute to answering my research question in different ways. The analysis is divided into relevant themes, which are based on the theoretical framework. Results and conclusions. My results show that men have higher levels of self-efficacy in STEM-subjects, although levels of performance do not vary notably between the sexes. Men overrate their capabilities in STEM, whereas women often underrate theirs. Women are also affected more strongly than men by gender-stereotypical conceptions of ability. The results are consistent over geographical and age-based parameters. Implications of the gender differences in self-efficacy, as well as possible strategies for teachers to counteract them, are discussed.