Abstract This qualitative research examined perceptions of self-efficacy of gifted young women in three distinct learning environments -- a public high academy a private school.

Abstract

This qualitative research examined perceptions of self-efficacy of gifted young women in three distinct learning environments -- a public high academy a private school, and an early entrance to university program. The goal was to discover the ways that learning environments influenced efficacy beliefs. Findings indicated that perception of efficacy is a proceed of the interactions of the learner, her behavior in a particular learning environment, and factors instant in the learning environment. Thematic frames that respond to and influence efficacy beliefs in the young women are not past nor futureed The implications for both researchers and educators are explored.

Introduction

Research