School of Education, University of Adelaide
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A review of literature reveals that self-efficacy (SE) has been
shown as a successful predictor of students' course-taking. Many
factors have been reported to have influences on physics self-efficacy
(PSE), but most of them are contextual variables. This article
suggests that learning content is also an influencing factor. Physics
learning content in high schools is far from being congruent with
girls' development of cognitive psychology and social cognition.
This incongruence contributes to the lower PSE of girls, and
consequentially leads to their less course-taking in physics. The
relationship is examined with respect to the author's personal
schooling experiences in China. Appropriate interventions to promote
female students' physics course- taking need to be emphasised.
Learning content, physics learning, self-efficacy,
course-taking, gender issues