GENDER DIFFERENCES IN EXPECTATION, SELF-EFFICACY, AND ATTRIBUTION

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.

Autorentext

Molla Haftu received his BA degree in Psychology from Addis Ababa University. He worked in the Abi Adi College of Teacher Education for a year. He joined the graduate program of Psychology in Bahir Dar University and graduated his MED in Educational Psychology, in 2009. Molla Haftu is a lecturer in Mekelle University, Psychology department.

Klappentext

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.