GENDER DIFFERENCES IN ACHIEVEMENT EMOTIONS AND SELF-EFFICACY IN LEARNING AMONG UNDERGRADUATE UNIVERSITY STUDENTS IN MALAYSIA
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UNIVERSITI MALAYSIA SARAWAK
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This study aimed to investigate gender differences in achievement emotions and self-efficacy in learning among undergraduate students in Malaysia and to explore their interrelationships. Utilising a quantitative survey method, questionnaires were distributed to undergraduate students in Peninsular Malaysia, Sabah, and Sarawak. The results of the independent sample t-test revealed no significant gender differences in hope, anger/frustration, and self-efficacy between male and female students, except anxiety. These findings partially support and contradict the Control-Value Theory of Achievement Emotions. The notable gender differences observed in anxiety levels underscore the need for tailored interventions. Additionally, the study identified significant correlations between self-efficacy and positive emotions like hope and negative correlations with anxiety and anger/frustration, supporting Bandura’s Self-Efficacy Theory. This research highlights the importance of addressing gender differences in achievement emotions and self- efficacy to improve educational outcomes. Future research should investigate a broader range of emotions and task value dimensions, considering cultural influences, to develop effective strategies for managing achievement emotions and fostering positive academic outcomes.