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Gender Differences in Expectation, Self-Efficacy, and Attribution
Engels
127 b
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The beliefs that learners' develop and hold to be true about them selves are very important forces in their school learning. As teenagers move to high school, they may experience problems in educational, social, personal and vocational related aspects of life. The expanded curriculum of secondary school, specialization approach to teaching, large size classroom, expansive school environment and meeting strange faces, all of which constitute new experiences to students may impact significantly their academic self-efficacy, attributional styles, and expectation, and thereby in turn, affect their school achievement. Children's self-beliefs are inextricably tied to their thinking and functioning seems so sound and reasonable one might well think that research on academic motivation and achievement should naturally focus on the things that children come to believe about themselves.
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