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Table 1 Gender differences in self-efficacy, interest, and academic and career aspirations in STEM

From: A social cognitive perspective on gender disparities in self-efficacy, interest, and aspirations in science, technology, engineering, and mathematics (STEM): the influence of cultural and gender norms

  Entire sample (N = 3020) Boys (n = 1552) Girls (n = 1463)
n (%) n (%) n (%)
Self-efficacy in STEM
 I usually give up when I do not understand a STEM concept* 600 (19.9%) 281 (18.1%) 319 (21.8%)
 I am confident that I can learn STEM subjects well 1485 (49.2%) 934 (60.2%) 549 (37.5%)
 If I work hard enough, I can learn difficult STEM concepts 1919 (63.5%) 1069 (68.9%) 848 (58.0%)
Interest in STEM
 I enjoy learning about science, technology, engineering, and mathematics (STEM) 1238 (41.0%) 857 (55.2%) 378 (25.8%)
 I really enjoy STEM subjects (e.g., mathematics, biology, physics, chemistry, and information technology) 1279 (42.4%) 881 (56.8%) 396 (27.1%)
 I think STEM lessons are interesting 1381 (45.7%) 893 (57.5%) 486 (33.2%)
Academic and career aspirations in STEM
 If I could choose in the future, I would not take any STEM courses* 639 (21.2%) 281 (18.1%) 358 (24.5%)
 If I could get into a college, I would like to study STEM 1132 (37.5%) 812 (52.3%) 318 (21.7%)
 I would like to pursue a STEM-related career in the future 1061 (35.1%) 769 (49.5%) 290 (19.8%)
  1. *Items are reverse coded