Some of the research showed no significant gender differences in relation to self- efficacy. Luzzo (1995) gave a variety of tests to 113 undergraduates (83 women and 30 men) consisting of the Career Locus of Control Scale, the Career Decision-Making Self-Efficacy Scale, Attitude Scale-Screening, etc. Luzzo found no significant gender differences among these variables, but did find correlations among the results between tests.

I found a lot of authors that were interested in finding a relationship between undergraduates self-efficacy and a specific course(s) or major course of study. Junge and Dretzke (1995) assessed the applicability of Bandura's self-efficacy theory to mathematics behavior among gifted/talented adolescents. 113 gifted/talented 9th and 12th graders completed the Mathematics Self-Efficacy Scale. Males generally showed stronger self-efficacy expectations than females. Gifted females' math confidence appeared weakest in math-related college coursework and strongest in tasks involving traditionally female activities. Ertmer, Evenbeck, Cennamo, et al. (1994) investigated the effects of experience on attitudes toward computers and judgments of confidence, or self-efficacy, for specific computer technologies. The subjects were 32 undergraduates in a computer applications in physical education course. A direct relationship between time on task and levels of self-efficacy was not found, which suggested that quality rather than quantity of computer experience may be most critical.

The effects of sex-role identity (SRI) on career decision-making self-efficacy (CDMSE), expanding theoretical premises of self-efficacy to include career behaviors and preferred career outcomes were examined and studied by Gianakos (1995). 134 female and 44 male undergraduates completed a questionnaire that included demographic items. Undifferentiated subjects generally scored the lowest on all CDMSE variables. For masculine and feminine persons, the results suggest sex-typing may influence the type of career activities undertaken and the valuation of particular career outcomes.

Watt and Martin (1994) examined whether level of general self-efficacy, and an expectation of personal competence, may be conserved through the attributional process. In a 2X2 group experimental design, 60 university students received nonverdical feedback of either success or failure for a computer-generated response-latency task and then rated attributions for the cause of their performance against the Causal Dimension Scale, providing data for attributions for both forms of self-efficacy, indicating that a self- serving bias operated in the attributional process to maintain high self- efficacy. Results confirmed the basic assumption that there is a substantial, positive relationship between general and specific self-efficacy.

I also acquired some information concerning self-efficacy that could influence safer-sex behavior. Basen-Engguist (1994) decided to test whether or not increasing safer-sex self-efficacy could influence safer-sex behavior. An HIV-prevention workshop was developed that was designed to increase participants' preventive behaviors and intentions through increasing their self-efficacy in the domain of practicing safer sex. Overall, the study worked. Increased condom use was a major result.

One article that I found was closely related to part of what I studied involved perceived self-efficacy (Vrugt, 1994). He does a downward comparison to test 3 hypotheses about self-efficacy among 206 1st-year psychology students. In contrast to expectations, the interaction between self-efficacy and direction of comparison did not contribute to feelings of the subjects regarding their own skills.

My statement of purpose is to compare the levels of self-efficacy between college students. I expect that the freshman students will have a lower level of self-efficacy than senior students.

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To enhance this study, I could have randomly chosen a few area colleges and compared their scores to Missouri Westerns to see if there are any significant differences among them. My results should apply to every college showing that freshman ultimately have a lower level of self-efficacy.