Factors Influencing STEM Self-Efficacy Among Primary School Pupils: A Gender Comparison

This study examines the influence of gender-related beliefs on STEM self-efficacy among primary school pupils in Malaysia, a context shaped by cultural diversity and hierarchical norms. While gender gaps in Science, Technology, Engineering, and Mathematics (STEM) are often associated with early-formed stereotypes and mindsets, their specific influence on children’s STEM self-efficacy remains under-explored, particularly in Southeast Asian settings. This study compares male and female pupils’ gender stereotypes in STEM, male-power stereotype, perceptions of STEM, growth mindset, and STEM self-efficacy. It also investigates whether the relationships between these factors and STEM self-efficacy differ by gender. A quantitative comparative design was employed, involving 415 primary school pupils aged 8–9 years (Year 2–3). Five instruments were used; the Gender Stereotypes Measure, Gender-Power Attribution Task, Self-Perception Scale in STEM, Growth Mindset Sub-scale from the Implicit Theories of Intelligence Scale for Children (ITIS), and the Self-Efficacy Scale in STEM. Data were analysed using multivariate analysis of variance (MANOVA), Chi-square tests of independence, and multiple regression analysis. Findings revealed that male pupils held stronger gender stereotypes in STEM, while no significant gender differences were found in other variables. Regression analysis showed that a growth mindset and positive perceptions of STEM were significant predictors of STEM self-efficacy. Gender stereotypes in STEM had a weaker but statistically significant positive effect, while male-power stereotype were not significant. Gender does not significantly moderate the relationships between the predictors and STEM self-efficacy. The findings highlight the importance of strengthening growth mindsets and fostering positive perceptions of STEM to support self-efficacy among pupils of both genders. These insights contribute to a deeper understanding of the factors influencing STEM self-efficacy and offer implications for addressing gender disparities in STEM education.