Table 4.
Regressions predicting female representation using field-specific ability beliefs and beliefs about the importance of verbal and mathematical skill of participants with college experience (CE; Upper) and with no college experience (NCE; Lower), Study 2.
| Predictor | R2 | F | p | ||
|---|---|---|---|---|---|
| β | p | 0.52 | 6.05 | 0.002 | |
| STEM indicator | -0.11 | 0.747 | |||
| Field-specific ability beliefs (CE) | -0.39 | 0.085 | |||
| Verbal skill beliefs (CE) | 0.26 | 0.489 | |||
| Mathematical skill beliefs (CE) | -0.06 | 0.820 | |||
| β | p | 0.49 | 5.29 | 0.004 | |
| STEM indicator | -0.21 | 0.524 | |||
| Field-specific ability Beliefs (NCE) | -0.14 | 0.516 | |||
| Verbal skill beliefs (NCE) | 0.17 | 0.614 | |||
| Mathematical skill beliefs (NCE) | -0.26 | 0.454 | |||
n = 27, df (4,22).