The Influence of Parental Gender Role Stereotypic Beliefs on Children’s Academic Self-efficacy, Attribution, and Expectancy Value

Abstract

This study investigated the influence of parental gender-role stereotypic beliefs on children’s academic self-efficacy, attribution, and expectancy Value. One hundred twenty-one grades 9 and 10 students and their parents were selected as samples of the study using systematic random sampling. Data were collected using a questionnaire and interview. Correlation analysis revealed that the motivational variables were significantly related to each other. T-test results revealed that boys on average scored higher means as compared to girls in self-efficacy and attribution. On the other hand, female students scored higher on expectancy value. Results of regression analyses showed that students’ self-efficacy, attributions, and expectancy-value were found to be affected by the parents’ sex-role stereotypic beliefs. Similarly, interview data showed that sex differences seem to persist in the parents’ beliefs of their daughters’ and sons’ perceptions of their natural talent. Eleven (5 male and 6 female) out of fifteen parents believed that boys are more naturally talented than girls. In addition, parents were also found to believe that boys tend to plan deeper concerning academic achievement; and have a higher self-confidence than girls about their abilities. On the other hand, girls have poor academic competence derived from their lower ambitions and reduced enthusiasm to work hard. Finally, based on the results and conclusions, recommendations were forwarded.