GENDER DIFFERENCES AND SELF-EFFICACY 1

The Role of Gender Difference in Determining the Level of Self-efficacy of BS Psychology

and BA Social Sciences First Year College students of Central Luzon State University

Curtom, Bernie James

Gamis, Elyza Marice S.

Gokesan, Erika

Gonzales, Reggie D.

Gualon, Aiza R.

Nunez, Ron Vincent F.

Tibule, Giona C.

AB Social Science 1-1

GENDER DIFFERENCES AND SELF-EFFICACY 2

Self-efficacy, or confidence, is the optimistic self-belief in our competence or chances of

successfully accomplishing a task and producing a favourable outcome (Akhtar, 2018). Self-

efficacy beliefs are people's beliefs about their ability to produce desired outcomes through their

own actions Maddux, (2016) and this core belief is the foundation of human motivation,

performance accomplishments, and emotional well‐being (Bandura, 1997, 2006 as cited in

Bandura, 2010).

In the study of self-efficacy, Bandura (1994) defined perceived self-efficacy as people's

beliefs about their capabilities to produce designated levels of performance that exercise

influence over events that affect their lives. He proposed the four psychological process through

which self-beliefs of efficacy affect human functioning, these are: cognitive process (mastery

experience) the skill that require effective cognitive processing of information that contains

many ambiguities and uncertainties; motivational process (vicarious experience) wherein

person's needs will affect his behaviour in order to achieve a goal related to those needs (Brent,

2018); selection process (social persuasion) is the beliefs of personal efficacy can shape the

course lives take by influencing choke of activities and environments ; and affective process

(emotional and physiological states) The people believe that depression and other difficult

situation can affect their capabilities and level of motivation. These self-efficacy beliefs may

influence the person on what will be his or her future and influences the student’s decisions in

his or her academic performance, social interaction and competencies.

Chemers, Hu and Garcia (2001) found out that the individual with high level of self-

efficacy tend to have high optimism, and both variables result in excess of positive outcomes and

better academic performance, more effective personal adjustment, better coping with stress,

better health, and higher overall satisfaction and commitment to remain in school. Nevertheless,
GENDER DIFFERENCES AND SELF-EFFICACY 3

according to Gore (2016), two incremental validity studies growing body of literature supports

the relationship between students’ self-efficacy beliefs for academic tasks and milestones and

their academic performance.

Some researchers have investigated the role that academic self-efficacy beliefs play in

predicting college success. Two incremental validity studies were conducted to determine the

extent to which academic self-efficacy beliefs could account for variance in college outcomes

beyond that accounted for by standardized test scores. Results suggest that academic self-

efficacy beliefs predict college outcomes but that this relationship is dependent on when efficacy

beliefs are measured, the types of efficacy beliefs measured, and the nature of the criteria used.

There are difficulties in studying in a university with a wide environment and filled with

various people is not easy to anticipate since everyone is adjusting and coping with changes.

Having self-efficacy is essential to college life since it enables us to improve their academic

performance, communication with people, and independency in managing tasks and decisions.

Self-Efficacy among Adolescents

Adolescence is a period of learning, exploration, and opportunity, yet it’s also a time

when behavioural and mental problems can emerge or worsen (Yeager, 2017). In the book,

Adolescent Development and the Biology of Puberty, it stated that puberty can be factor such as

genetic, biological influences, stress and stressful life events, socioeconomic status,

environmental toxins, nutrition and diet. It is inevitable to not undergo these kinds of

experiences during puberty since the physical, social, emotional, and mental aspect of an

adolescent is growing and changing. Early adolescence is a formative period in which youth

explore a variety of personal and social issues (Medrich, 1998).

GENDER DIFFERENCES AND SELF-EFFICACY 4

Smith, Cowie, and Blades (1998) defined adolescence as often a stressful period during

development because it involves a pivotal transition from childhood dependency to adulthood

independence and self-sufficiency. Self-efficacy defined as one's perceived capabilities for

learning or performing actions at designated levels. Bandura (1997), considered during

adolescence, there are important changes in family relations, schooling, and peer environments.

Influences associated with each of these social contexts may have profound effects in

adolescent's level of self-efficacy. Langendorfer et al. (2006), viewed adolescents with low self-

efficacy have weak ambitions and low commitment to the goals they choose to follow. On the

other hand, Pajares and Schunk (2012) stated that during adolescence self-awareness of ability is

helpful to make a plan and pursue till achieve the goals. On the other hand, Zimmerman and

Ringle (1981) observed when they view a task as difficult; students with higher self-efficacy tend

to be more persistent than are students with lower self-efficacy. However, Scott and Dearing

(2012) though one's hesitates of capability to contact with others is related to negative social

relationships and that may cause depression and anxiety to perform social skills. During late

adolescence, individuals are preparing for the life choices and responsibilities they will assume

during their adult lives.

Self-efficacy in Gender Differences

The research that was conducted by Kumar and Lal (2006), found that 200 (two hundred)

students was selected from different colleges in Jerusalem. They used General Mental Ability

Test to scale the variable and for analysis. For the intelligence test, they found out that mostly

female are not exposed to outdoor activities. This may be due to social norms and family

restriction that leads to them in focusing to their studies; while, males seem to be more

inconsistent to their studies and devoted into outdoor activities.

GENDER DIFFERENCES AND SELF-EFFICACY 5

In connection, this research use the Intelligence Test to determine which gender has the

Highest Self-efficacy scale. The less intelligence students also the less of their autonomy

performed. Since they are not sure of their performance, they are depending on Guidance and

Motivational Make-ups. In addition Lloyd, Walsh and Yailagh (2005), claimed that

Mathematical Achievement or Failure has impact to the Self-efficacy of Boys and Girls students

of British Columbian Public School.

Self-enhance is one of the factors that increases self-efficacy and through academic

achievement they shown that boys Mathematics achievement is superior to girls that's because

the gap differences of student's mathematics-related beliefs.

Furthermore, Lowa (2005) conducted a research and found that the chosen track of the

Indian students which provided by their academic-subject interest. However, there are

Contextual Factors that may affect their chosen track. In relation to gender and self-efficacy,

Male and Female categorized their subject performance. There are three major subject which is

English, Math and Science. Mostly in mathematics, males are dominating, while in English the

females are dominating and with that the equilibrium science has no significant difference.

Contextual factors such as, Sex, Tracks and Parental Educational Attainment leads for curve

decision of the students and their Self-efficacy was affected.

However, the research conducted by Fallan and Opstad (2016), research is also

determined that the difference of self-efficacy of both gender which is male and female. The

study reveals that male peers have the highest self-efficacy than to females, in terms of gender-

personality interactions. Mostly, males have high self-efficacy because they were influenced by

their male peers also, or due to their given behaviour that the outcome of behaviour was
GENDER DIFFERENCES AND SELF-EFFICACY 6

expected. In the other research they scaled the self-efficacy by intelligence test but this research

contradiction from the other research it was based on non-intelligence test and the basis is the

behaviour test of the students.

While the research by Mansor and Sawari (2013), they found out that there is no

significant difference from male and female secondary students, in terms of self-efficacy. They

define self-efficacy as a necessary skill that can affect a student’s performance. Students who are

high level of self-efficacy can be easily seen or observed to the different attitude they will

display.

Tor Busch (1995) investigated gender differences regarding perceived self-efficacy and

academic performance in marketing, organizational behaviour, accounting, computing,

mathematics and statistics among 154 college students in business administration. At the

beginning of their second year in college, the students completed a questionnaire designed to

measure Self-efficacy in subjects they had studied during their first year. Female students had

significantly lower Self-efficacy in computing and marketing and higher Self-efficacy in

statistics than male students. Except for statistics, female students outperform their male

counterparts; there were no significant gender differences in academic performance. Academic

self-efficacy is the ability of the student to motivate himself or herself in his or her struggles in

life especially in college life despite of the gender difference provided by the norms in the

society.

Therefore the study aims to determine the level of academic self-efficacy among the

students of BS Psychology and BA Social Science college students and determine if there is a
GENDER DIFFERENCES AND SELF-EFFICACY 7

significant difference. Lastly, is there is a significant difference between gender difference and

self-efficacy.

The assumption of the recent study is that there is no significant difference between

gender difference and self-efficacy.

GENDER DIFFERENCES AND SELF-EFFICACY 8

METHODOLOGY

Participants

This research paper gave surveys in 100 students of Central Luzon State University -

College of Arts and Sciences particularly freshmen BS Psychology and AB Social Sciences

students. The 100 students was examined and gave a questionnaire focusing on the level of self-

efficacy. The researchers distributed separate 50 (fifty) survey questionnaire from freshmen BS

Psychology and BA Social Sciences students.

The quantitative study sample was constructed through statistical sampling. Surveys

include cross-sectional and longitudinal studies using questionnaires or structured interviews for

data collection, with the intent of generalizing from a sample to a population (Babbie, 1990 as

cited by Creswell, 2003).

Data Gathering Procedure

The researcher used sampling method that is very convenient to them. In order to

determine the level of self-efficacy of the BS Psychology and AB Social Sciences of Central

Luzon State University the researchers was able to used General Self-Efficacy Formative

Questionnaire. The General Self-Efficacy Scale is correlated to emotion, optimism, work

satisfaction. Negative coefficients were found for depression, stress, health complaints, burnout,

and anxiety. The students was completed the questionnaire by self-rating items: Not at All (1);

Hardly True (2); Moderately True (3) and Exactly True (4). The results are automatically

graphed for students and available to them once they complete the questionnaire.
GENDER DIFFERENCES AND SELF-EFFICACY 9

The General Self-Efficacy questionnaire by the developers Schwarzer, R. and Jerusalem

M, (1995) was used in the study. The researchers assured that the validation and the reliability of

the questionnaires was remained constant and the data treated confidentially.

Data Analysis

The researchers were distributed out surveys to the freshmen students of Central Luzon

State University – College of Arts and Sciences BS Psychology and BA Social Sciences. The

number of rates and the possible solutions will be based on the result of the answered

questionnaires. The Data were analysed through getting the descriptive statistics such as the

mean, standard deviation and sample t-test in able to determine the role of gender difference in

self-efficacy.
GENDER DIFFERENCES AND SELF-EFFICACY 10

RESULTS

The aim of this study was to determine the role of Gender Difference and the Level of

Self-efficacy of BS Psychology and BA Social Sciences 1st year College students of Central

Luzon State University.

Table 1

Frequency and Percentage of Distribution of the Respondents in Terms of Sex and Course

FREQUENCY PERCENTAGE

SEX

MALE 50 50

FEMALE 50 50

_____________________________________________________________________________

COURSE

BS PSYCHOLOGY 50 50

BA SOCIAL SCIENCES 50 50

Table 1 shows the frequency and percentage of distribution of the respondents in terms

of sex and course. As can be seen the table shows both male and female in BS Psychology and
GENDER DIFFERENCES AND SELF-EFFICACY 11

AB Social Sciences has the same frequency and percentage of distributions with the number of

50 and 50%.

Table 2

Levels of Self-Efficacy from BS Psychology and BA Social Sciences 1st Year College students in

Central Luzon State University

Mean Description

Levels of Self-Efficacy 28.98 Moderate

20 points refers to Low Self-Esteem

21-30 points refers to Moderate Self-Esteem

31 points refers to High Self-Esteem

The table 2 above shows the average self-efficacy of 100 respondents from BS

Psychology and AB Social Sciences 1st Year College in Central Luzon State University. The

mean 2.898 determines that the level of self-efficacy among the group is moderate.

Table 3

Course and Self-Efficacy

p-value Description

BS Psychology and BA Social Sciences .000 Highly Significant

GENDER DIFFERENCES AND SELF-EFFICACY 12

Table 3 shows the one sample t-test results between the course and self-efficacy. The

study discovered that there is a significant difference between course and self-efficacy of the

students in Central Luzon State University.

Table 4

Gender Difference and Self-Efficacy of BS Psychology and BA Social Sciences 1st year College

students in Central Luzon State University

r-value p-value

Gender difference and Self-efficacy - .051 .726

**.Correlation is significant at the 0.05 level (2-tailed)

Table 4 shows the paired sample test of self-efficacy and gender difference. The study

revealed that there is no correlation in self-efficacy and gender difference.

GENDER DIFFERENCES AND SELF-EFFICACY 13

Discussion

In the light of the study, the following findings were revealed .College life is one of the

most challenging parts of being a teenager, some students are afraid to deal with the new

environment, adjustment or the coping mechanism. However some of them are just enjoy

whatever the society offers and confident with themselves. Being confident and positive in life

would be a big help to conquer the world. Problems are always there but it is in your hand on

how you will deal with it.

Bandura (1999) believes that self-efficacy is a self-sustaining trait; when a person is

driven to work through their problems on their own terms they gain positive experiences that in

turn boost their self-efficacy even more. In addition Margolis and McCabe, (2006) consider the

self-efficacy is both an outcome and a key to their continued success.

In this study the researchers determined the role of Gender Difference and the Level of

Self-efficacy of BS Psychology and BA Social Sciences 1st year College students of Central

Luzon State University. First the researchers found out that the students from BS Psychology and

BA Social Sciences showed that the majority of students experience a moderate level of self-

efficacy. Earlier researches show effects of self-efficacy on students learning and achievement.

Self- efficacy has operationally defined as one’s belief that people can successfully perform a

given task.

Nevertheless, Bandura, (1999), stated that students with low self-efficacy, on the other

hand, believe they cannot be successful and thus are less likely to make a concerted, extended

effort and may consider challenging tasks as threats that are to be avoided. Thus, students with
GENDER DIFFERENCES AND SELF-EFFICACY 14

poor self-efficacy have low aspirations which may result in disappointing academic

performances becoming part of a self-fulfilling feedback cycle.

Furthermore, the results showed that there is a significant difference between the prior

course of the students and their self-efficacy. Table 3 shows the sample t-test results (t=35.859,

df=49, p=.000) between the chosen course and self-efficacy. It rejected the null hypothesis of the

study and the self-efficacy of the students tends to influence their course. Possible that the

students might choose courses base on the level of their self-efficacy. Some students choose their

course based on their ability to handle and cope up with different problems that may easy to

solve by them. However some students choose their course by finding situations that challenge

them capability to resolve and handle problems.

On the other hand, the researchers also found out that there is no significant

difference and correlation between the gender difference and self-efficacy. It also showed that

there is very weak correlation to negligible. This study revealed that whether a person is male or

female it would not influence their level of self-efficacy. As can be seen the mean of male is

28.1600 while female is 29.4800. The paired sample shows that there is no correlation in self-

efficacy and gender difference. (p=.726, r-value=-.051). In addition when it terms of gender

difference it cannot influence the self-efficacy of the students.

According to Jordan and Carden (2017), they found out that there is no relationship

between gender and self-efficacy, as well as no correlation between femininity and self-efficacy

in a school that offer STEM majors for the students.

GENDER DIFFERENCES AND SELF-EFFICACY 15

Research with UK clinical psychology trainees has shown no difference based on gender

on research intention Wright and Holttum (2012), though Martin (1989) found that men had

more publications. Wright and Holtum (2012), suggests that research is seen as a male activity

(as cited by Holttum and Goble, (2006). Consequently, Stephen (2008), counsellors, teachers,

and advisors working with students might stress the importance of adequate preparation in

relevant coursework for math/science coursework as a way of enhancing mastery experiences,

especially with students reporting lower self-efficacy in these subjects. Additionally, the negative

correlation between emotional arousal and self-efficacy for mathematics suggests to counsellors

and teachers working with students experiencing math-anxiety that such students will need more

help with their math skills in order to develop positive math self-efficacy.
GENDER DIFFERENCES AND SELF-EFFICACY 16

Conclusion

The recent study shows that the level of self-efficacy of the students in BS Psychology

and BA Social Sciences stands on moderate level. Moreover, the researchers found that course

tend to influence the self-efficacy of the students as the researchers figure out that there is a

highly significant between the two variables. In assumption study also revealed that the self-

efficacy of students would not consider gender difference as an influence to their level of self-

efficacy. The researchers recommend for the teachers to allow students to make their own

choices and set up some areas of the course that allow students to make their own decisions, such

as with flexible grading, assignment options or self-determined due dates. Encouragement is also

important to give ideas to the students to try something that challenge their ability to handle

problems. Bandura also concludes that cooperative learning strategies have the dual outcome of

improving both self-efficacy and academic achievement. Cooperative learning structures, in

which students work together and help one another also tend to promote more positive self-

evaluations of capability and higher academic attainments than do individualistic or competitive

ones (Bandura, 1999). It is possible that if the students have higher self-efficacy they can easily

attain success.
GENDER DIFFERENCES AND SELF-EFFICACY 17

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