Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

For Online Access

Best Paper Award Selection - Editorial Board Site

2001, Volume7

Issue 4

84 pages

Issue price - $42.00

Shari L. Britner
Division of Educational Studies, 1784 North Decatur Road, Suite 240, Emory University, Atlanta, GA 30322

Frank Pajares
Division of Educational Studies, 1784 North Decatur Road, Suite 240, Emory University, Atlanta, GA 30322

The purpose of this study was to discover whether the science motivation beliefs of middle school students (N = 262) vary as a function of their gender or race/ethnicity and to determine whether science self-efficacy beliefs predict science achievement when motivation variables shown to predict achievement in other academic areas are controlled. Girls reported stronger science self-efficacy and self-efficacy for self-regulation, and they received higher grades in science. Boys had stronger performance-approach goals. White students had stronger self-efficacy and achievement, and African American students reported stronger task goals. Self-efficacy was the only motivation variable to predict the science achievement of girls, boys, and White students. Self-efficacy and self-concept predicted the science achievement of African American students. Results are interpreted from the perspective of Bandura’s social cognitive theory.

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