Comparing male and female students’ self-efficacy and self-regulation skills in two undergraduate mathematics course contexts

2018

International audience; Students' efficacy beliefs have a positive influence on students' academic achievement and retention, especially for female students. These beliefs are closely linked to students' ability to regulate their learning. In this quantitative study, students' self-efficacy and self-regulation of learning are compared in two university mathematics courses that differ in content but also in their pedagogical setting: one is a more traditional lecture-based course, and the other course is taught with the Extreme Apprenticeship (XA) method. The analysis is based on the same cohort of students in the two contexts (N=91). The results suggest that students have higher self-effica…