Gender differences in academic self-efficacy: a meta-analysis

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Huang, Chiungjung. “Gender Differences in Academic Self-Efficacy: A Meta-Analysis”. European Journal of Psychology of Education, vol. 28, no. 1, 2012, pp. 1-35, https://doi.org/10.1007/s10212-011-0097-y.
Huang, C. (2012). Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychology of Education, 28(1), 1-35. https://doi.org/10.1007/s10212-011-0097-y
Huang, Chiungjung. “Gender Differences in Academic Self-Efficacy: A Meta-Analysis”. European Journal of Psychology of Education 28, no. 1 (2012): 1-35. https://doi.org/10.1007/s10212-011-0097-y.
1.
Huang C. Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychology of Education. 2012;28(1):1-35.
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Citations Analysis
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Philosophy. Psychology. Religion: Psychology110
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The category Philosophy. Psychology. Religion: Psychology 110 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled How pre‐service teachers' personality traits, self‐efficacy, and discipline strategies contribute to the teacher–student relationship and was published in 2013. The most recent citation comes from a 2024 study titled Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies. This article reached its peak citation in 2022, with 49 citations. It has been cited in 189 different journals, 12% of which are open access. Among related journals, the Frontiers in Psychology cited this research the most, with 23 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year