scholarly journals Promoting Innovation by Women through Engineering Entrepreneurship Courses: An Assessment of Entrepreneurial Self-Efficacy

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Anastasia Ostrawoski ◽  
Anastasia Ostrawoski
Keyword(s):  
Gender Differences ◽  
Student Learning ◽  
Self Efficacy ◽  
Positive Impact ◽  
Entrepreneurship Education ◽  
Female Students ◽  
Male Students ◽  
Learning Gains ◽  
Education Programs ◽  
Survey Responses

Engineering entrepreneurship education programs are increasingly exposing students to entrepreneurship and innovation. Little is known about student learning gains in these programs, particularly from a gender perspective. This study examines gender differences in students’ Entrepreneurial Self-efficacy (ESE) among students enrolled in a senior-level College of Engineering’s entrepreneurship practicum course. The ESE Scale was administered at the beginning and end of the semester to measure students’ self-efficacy for five ESE constructs – searching, planning, marshalling, implementing-people and implementing-finance. The findings reveal improvement in students searching, planning, marshalling, and implementing-finance constructs after the course. Significant gender differences were found for planning, marshalling, and implementing-finance constructs in students’ pre survey responses with female students reporting lower ESE. However, no significant gender differences were noted in students’ post survey responses. This indicates that female students were able to reach similar levels of ESE as male students as an outcome of instruction. These results demonstrate the positive impact of an entrepreneurship course on female students’ ESE and the importance of entrepreneurship programs for promoting innovation regardless of gender.

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

scholarly journals What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Causal Attribution ◽  
The United States ◽  
Female Students ◽  
Male Students ◽  
Course Grades ◽  
Success In Higher Education ◽  
And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

Measuring Entrepreneurial Self-efficacy: A Comprehensive Scale

2021 ◽  
pp. 239395752110196
Author(s):  
Neha Taneja Chawla ◽  
Hitesh Bhatia
Keyword(s):  
Impact Assessment ◽  
Statistical Methods ◽  
Self Efficacy ◽  
Reliability And Validity ◽  
Entrepreneurship Education ◽  
Education Programs ◽  
Entrepreneurial Behaviour ◽  
Indian Context ◽  
The World ◽  
The Impact

With the increasing popularity of entrepreneurship education programs across the world, the impact assessment of such programs has gathered considerable interest of the researchers. Growing number of studies are including entrepreneurial self-efficacy (ESE) as a key predictor of future entrepreneurial behaviour and hence the scale for measuring ESE is central to majority of studies pertaining to entrepreneurship education and entrepreneurial behaviour. This study attempts to refine the existing instruments for measuring ESE by extensively reviewing the notable scales of ESE in literature and develops a comprehensive scale of ESE relevant in the Indian context. The additional components are added to the existing scales through expert discussions with the academicians as well as entrepreneurs. The scale is further verified for its reliability and validity by using appropriate statistical methods.

scholarly journals The Correlation between Perceived Peer Norms in Attitude and Self-Efficacy Premarital Sexual Behavior

2020 ◽  
Vol 13 (1) ◽  
pp. 555-558
Author(s):  
Katayon Vakilian ◽  
Afsaneh Keramat
Keyword(s):  
Sexual Behavior ◽  
Sexual Behaviors ◽  
Self Efficacy ◽  
Cross Sectional Study ◽  
Female Students ◽  
Male Students ◽  
Health Programs ◽  
Sexual Abstinence ◽  
Cross Sectional ◽  
Spearman Test

Background and Aims: Adolescence is a period of life in which high-risk behaviors, including sexual behaviors, put the adolescents at risk for sexually transmitted diseases, including AIDS. This research aimed at studying the relationship between peers' perception of sexual behavior and adolescents' attitudes and self-efficacy. Materials and Methods: This cross-sectional study used a multi-stage method to examine 1500 subjects in the universities of Shahroud, Iran. The questionnaires were consisted of sexual abstinence attitude, abstinence self-efficacy and peer subjective norms. To ensure the confidentiality of information, the questionnaire was distributed among 1500 students in six universities anonymously, and students҆ field of study was not mentioned. The collected data was analyzed with descriptive (Mean, Percent) and inferential tests (independent t-test, chi2, and Spearman test) using SPSS 18 software. Results: The mean age of the females was 20.26±1.49, and that of males was 20.32±1.575. 59.3% of male students and 86.8% of female students had poor sexual abstinence to sex before marriage. Moreover, the sexual abstinence self-efficacy of 29% of male students and 13.1% of female students, regarding the sexual abstinence before marriage, was strong. Findings showed that the more one believes in his/her abilities in sexual abstinence, the more they believe that their friends will not be involved in sex Conclusion: It is required to provide the opportunities to learn and correct the socio-emotional skills required for physical and sexual health in relationships through social interactions with peers. In this context, the reproductive health programs need to be prioritized in the youth health programs and schools

scholarly journals UPAYA MENINGKATKAN KREATIVITAS BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) PADA SISWA SMP MUHAMMADIYAH 8 MEDAN TAHUN PELAJARAN 2014/2015

2016 ◽  
Vol 4 (3) ◽  
Author(s):  
Lilis Arini ◽  
Edi Surya
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Female Students ◽  
Male Students ◽  
Average Value ◽  
The Subject ◽  
Classroom Action Research

This study aims to determine whether the type cooperative learning model Think Pair Share (TPS) can improve mathematics learning creativity in students of SMP Muhammadiyah 8 Medan in particular on the subject of Perimeter and Area of Rectangle class VII T.P second semester 2014/2015. The research is a classroom action research (PTK) using cooperative learning model Think Pair Share (TPS). The instrument used was a test as much as 5 about the shape of the description and in the observation is the creativity of student learning. The subjects were students / student of class VII-C SMP Muhammadiyah 8 Medan totaling 38 people consisting of 21 male students and 17 female students. The object of this research is the creativity of mathematics learning using cooperative learning model Think Pair Share (TPS). Obtaining the average value of the creativity of the students at an early test of 41.26% (Less), the first cycle increased to 59.15% (Enough), and the second cycle increased to 79.10% (Good). It can be concluded that the cooperative learning model Think Pair Share (TPS) on the subject of the circumference and area of a rectangle increased creativity of mathematics learning in class VII-C SMP Muhammadiyah 8 Medan T.P.2014 / 2015.

scholarly journals Attitudes and Self-Efficacy: Perspectives on Science Subjects for Junior High School Students

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
M Dwi Wiwik Ernawati ◽  
Asrial Asrial ◽  
Dwi Agus Kurniawan ◽  
Wahyu Adi Pratama ◽  
Rahmat Perdana
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Simple Random Sampling ◽  
Female Students ◽  
Male Students ◽  
School Students ◽  
Correlation Test ◽  
Students Attitudes ◽  
Data Collection Technique

This study aims to analyze the differences and also the relationship between attitudes and self-efficacy of students in science lessons. This research is important because in science lessons the teacher must know the attitudes and self-efficacy of students because they affect the learning process. This type of research is quantitative with comparative type. The number of respondents used as a sample is 74 students. The data collection technique used simple random sampling. The results of the study using the T test were that there were significant differences in the attitudes and self-efficacy of students in science lessons, both female students and male students. The results of the correlation test between students' attitudes and self-efficacy towards science subjects in grade 8A showed that the two variables (attitude and self-efficacy) were related. And the results of the correlation test in class 8B showed that the two variables (attitude and self-efficacy) were related. The urgency of this research is that teachers can find out the differences in attitudes and self-efficacy between male and female students. The novelty of this research compared to previous research is that it uses Attitude and self-efficacy variables, with different indicators from previous research.

scholarly journals PENINGKATAN HASIL BELAJAR SISWA PADA SIFAT LARUTAN GARAM MELALUI PENERAPAN DISCOVERY LEARNING PADA SISWA KELAS XI MIPA-3

2021 ◽  
Vol 1 (2) ◽  
pp. 134-140
Author(s):  
RETNO LUKITASARI
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Female Students ◽  
Discovery Learning ◽  
Male Students ◽  
Research Subjects ◽  
Salt Solutions ◽  
Academic Year ◽  
Improve Student Learning

This study aims to improve student learning outcomes in class XI MIPA-3 SMAN 2 Jember in the 2017/2018 academic year through the application of discovery learning to the material properties of salt solutions. This research is a Classroom Action Research (CAR) which was conducted in two research cycles, namely cycle I and cycle II. The research subjects were students of class XI MIPA-3 SMAN 2 Jember, totaling 36 students, consisting of 17 male students and 19 female students. Data collection techniques in this study used observation for the implementation of the learning process and tests to determine student learning outcomes. Based on the results of the research, it can be concluded that the application of discovery learning can improve student learning outcomes regarding the properties of salt solutions. In the first cycle the percentage of student learning completeness was 58.33% (21 students) and increased in the second cycle, the percentage of student learning mastery was 88.88% (32 students). There was a significant increase from cycle I to cycle II, namely 30.50%. ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas XI MIPA- 3 SMAN 2 Jember tahun pelajaran 2017/2018 melalui penerapan discovery learning pada materi sifat larutan garam. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilakukan dalam dua siklus penelitian yaitu siklus I dan siklus II. Subjek penelitian adalah siswa kelas XI MIPA-3 SMAN 2 Jember yang berjumlah 36 siswa, terdiri 17 siswa laki-laki dan 19 siswa perempuan. Teknik pengumpulan data pada penelitian ini menggunakan observasi untuk pelaksanaan proses pembelajaran dan tes untuk mengetahui hasil belajar siswa. Berdasarkan hasil penelitan dapat disimpulkan bahwa penerapan discovery learning dapat meningkatkan hasil belajar siswa materi sifat larutan garam. Pada siklus I persentase ketuntasan belajar siswa sebesar 58,33% (21 siswa) dan meningkat pada siklus II, persentase ketuntasan belajar siswa sebesar 88,88% (32 siswa). Terjadi peningkatan yang signifikan dari siklus I ke siklus II yaitu 30,50%.

scholarly journals Turn-taking and gender differences in language classroom

2018 ◽  
Vol 23 (1-2) ◽  
pp. 54-67
Author(s):  
Kaukab Abid Azhar ◽  
Nayab Iqbal
Keyword(s):  
Gender Differences ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Female Teacher ◽  
Male And Female ◽  
Language Classroom ◽  
And Gender ◽  
The University ◽  
Mixed Gender

The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.

Interaction and Communication: An Examination of Gender Differences in Elementary Student Mathematics and Science Learning Using CMC

2002 ◽  
Vol 30 (4) ◽  
pp. 403-426 ◽  
Author(s):  
Qing Li
Keyword(s):  
Gender Differences ◽  
Science Learning ◽  
Sixth Grade ◽  
Female Students ◽  
Male Students ◽  
Elementary Student ◽  
Interaction Patterns ◽  
Male And Female ◽  
Language Functions ◽  
Mathematics And Science

In this study, gender difference is explored from two perspectives: 1) student interaction patterns, and 2) communication patterns. The data used is collected from a fifth- and sixth- grade classroom in an inner city elementary school in Toronto, Ontario. There were 24 students (12 male students and 12 female students) in the class. First, the interaction patterns of students' mathematics and science learning were examined in terms of turn taking, conversation initiating, and conversation following. The results of the analysis show that male students still take more turns in this CMC setting. Male and female students are equally likely to initialize topics. Those male generated messages were significantly less likely to be followed than those female generated messages. But male and female students are just as likely to follow and support previous messages in this CMC setting. Based on these results, gender differences are then examined with respect to student communication pattern. Communication is explored in terms of language functions. The analysis of the data indicates that female students tend to request more information, but offer fewer explanations and opinions than male students do. With respect to connected initiating messages, female students are found to be similar to male students in the use of the five language functions. However, moving to conversation development, two significant gender differences are found in student use of language functions: female students tend to request more information but offer fewer explanations than male students do in those followed-up messages.

scholarly journals Gender differences in attachment anxiety and avoidance and their association with psychotherapy use – Examining students from a German university

2021 ◽  
Author(s):  
Rainer Weber ◽  
Lukas Eggenberger ◽  
Christoph Stosch ◽  
Andreas Walther
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Online Survey ◽  
Mental Health Problems ◽  
Female Students ◽  
Attachment Anxiety ◽  
Male Students ◽  
Attachment Avoidance ◽  
Psychiatric Syndrome ◽  
Patient Health

Background: Attachment anxiety and avoidance have been insufficiently studied in relation to psychotherapy use. Attachment theory, specifically attachment anxiety and avoidance, might explain gender differences in psychotherapy use, which is generally lower in those identifying as male. In addition, university students are a particularly vulnerable group for mental health problems, and understanding psychotherapy use, especially among mentally distressed male students, is pivotal.Methods: A total of 44,299 students from a German university were invited to participate in an online survey on the topic of "studying with mental stress", and 4,894 completed the survey (adjusted response rate of 11.04%). The students answered questions regarding psychotherapy use, and they completed the Patient Health Questionnaire (PHQ-D) identifying syndromes of depression, anxiety, alcohol use, somatoform and eating disorders. In addition, the Experiences in Close Relationships – Revised (ECR-RD12) questionnaire, was used to measure attachment anxiety and avoidance.Results: Significant gender differences for attachment anxiety and avoidance emerged showing higher attachment anxiety in female students and higher attachment avoidance in male students. In addition, male students used psychotherapy significantly less than female students, and they also intended less to use psychotherapy in the near future. Male students did not differ from female students with regard to mental distress. When exploring regressions to predict psychotherapy use, male students’ attachment anxiety and avoidance predicted use. For female students, only attachment anxiety emerged as a significant predictor. Attachment anxiety further emerged as a significant moderator of the association between suffering from a depressive or somatoform syndrome and current psychotherapy use. In essence, students not presenting a psychiatric syndrome and exhibiting higher attachment anxiety were more likely to use psychotherapy.Conclusion: Attachment anxiety and avoidance are positively associated with psychotherapy use; however, gender differences in attachment anxiety and avoidance may partially explain lower psychotherapy use in male university students. Lower attachment anxiety in male students emerges as a relevant factor explaining lower psychotherapy use in males, which is not balanced by higher attachment avoidance in males.

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