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1.
Research in science education confirms the importance of self-efficacy in students' persistence and success in the sciences. The current study examined the role of science self-efficacy in nonspecialist, arts and communication-oriented students encountering science in a general education context. Participants (N = 275) completed a beginning- and end-of-semester survey including a Science Self-Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open-ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self-efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self-efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self-efficacy, and achieved similar grades to their White/Non-Hispanic and US resident classmates. Contrary to expectations, science self-efficacy did not predict performance in the class. However, students' self-reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student-centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self-efficacy and student success in this unique, general education science environment. 相似文献
2.
T. Nielsen J. Dammeyer M. L. Vang G. Makransky 《Scandinavian Journal of Educational Research》2018,62(5):664-681
Studies have reported gender differences in academic self-efficacy. However, how and if academic self-efficacy questionnaires are gender-biased has not been psychometrically investigated. The psychometric properties of a general version of The Physics Self-Efficacy Questionnaire – the General Academic Self-Efficacy Scale (GASE) – were analyzed using Rasch measurement models, with data from 1018 Danish university students (psychology and technical), focusing on gender invariance and the sufficiency of the score. The short 4-item GASE scale was found to be essentially objective and construct valid and satisfactorily reliable, though differential item functioning was found relative to gender and academic discipline, and can be used to assess students’ general academic self-efficacy. Research on gender and self-efficacy needs to take gender into account and equate scores appropriately for unbiased analysis within academic disciplines. 相似文献
3.
Rural living, particularly in economically distressed areas, may reduce students’ educational opportunities and alter their self-beliefs. According to social cognitive theory, the contexts in which people live influence how they feel about their capabilities. The purpose of this study was to examine the experiences that raise and lower the math and science self-efficacy of students living in a rural, high-poverty area in Central Appalachia. A convergent mixed methods design was used to examine quantitative and qualitative survey data from 673 students in Grades 6–12 who took part in a multi-year study on academic motivation (Year 1 = 511; Year 2 = 391; Year 3 = 418). In the quantitative phase, structural equation models showed that Year 1 mastery experience raised and physiological states lowered students’ math and science self-efficacy in Year 2. Deductive coding of students’ responses to 4 open-ended questions in Year 3 indicated that other sources were also salient and differed by domain, their effect on self-efficacy, and student gender. Integrative analyses showed that students consider information from multiple sources when judging their capabilities. This research extends findings related to the sources of self-efficacy to the understudied population of rural learners, the less-studied context of science, and to the factors that not only increase but decrease perceived efficacy. 相似文献
4.
Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students 总被引：1，自引：0，他引：1
D. H. Palmer 《Research in Science Education》2006,36(4):337-353
Self-efficacy has been shown to be an issue of concern for primary teacher education students – many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery. 相似文献
5.
Huy Phuong Phan 《教育心理学》2012,32(6):699-726
Personal self-efficacy is an important theoretical orientation that helps to explain students’ learning and academic achievements. One area of research inquiry has involved the four major sources of information and their predictive effects on self-efficacy. As an extension for examination, the purpose of our investigation was to explore the interrelations between antecedents (e.g. enactive performance accomplishment), self-efficacy beliefs and academic achievement of elementary school students. Our research conceptualisation, unlike previous cross-sectional studies, entails a time displacement between sources of information (Time 1) and self-efficacy (Time 2 and Time 3) and between self-efficacy and academic achievement in science learning (Time 4). Three hundred and thirty-two (152 girls and 180 boys) third and fourth grade students from three government schools participated in this study. Likert-scale inventories were used to measure informational sources and self-efficacy beliefs. Structural equation modelling yielded evidence that supports, in part, our conceptual model. Only enactive performance accomplishment and vicarious experience exerted positive temporally displaced effects on self-efficacy. Self-efficacy at both Time 2 and Time 3 also contributed to the prediction of academic achievement. 相似文献
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7.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
8.
Kai Pekka Hakkarainen Susanna Wires Jenni Keskinen Sami Paavola Pasi Pohjola Kirsti Lonka 《Studies in Continuing Education》2014,36(1):83-100
The purpose of the present study was to investigate knowledge-creating agency by examining doctoral students' accounts of their pursuits, using structured interviews. We examined all of the talk apparently related to agency of 13 doctoral students taking part in collective doctoral training in two, highly regarded Finnish research communities (natural science and medicine). The doctoral process involved the participants pursuing article-based theses based on collectively shared research problems and journal articles co-authored with the supervisor and other senior researchers. Based on the qualitative analysis of the interviews, three categories of agentic talk were identified, respectively, for three proposed types of knowledge-creating agency: personal, distributed, and ‘object-related’. Personal agency involved participants' reflection on their academic competence, self-efficacy, and personal strengths and weaknesses. Distributed agency played an important role in assisting these participants overcoming challenges; this includes sharing of expertise, receiving social support, and having a sense of collective efficacy. Object-related agency, in turn, represented integration of a doctoral student's efforts with those of her immediate research community while pursuing shared research objects (e.g., co-authored articles). Apart from issues of agency which, the authors propose, are raised in the interviews, the data provide content-rich accounts of the collective nature of doctoral experiences. 相似文献
9.
The purpose of this study was to examine the influence of Bandura’s (1997) hypothesized sources of self-efficacy on the academic and self-regulatory efficacy beliefs of entering middle school students (N = 263) and to explore whether these sources differ as a function of gender, reading ability, and race/ethnicity. For the full sample, mastery experience, vicarious experience, social persuasions, and physiological state independently predicted academic and self-regulatory self-efficacy, with mastery experience proving the strongest predictor. Mastery experience and social persuasions predicted girls’ academic and self-regulatory self-efficacy, whereas mastery and vicarious experiences predicted these self-beliefs for boys. African American students’ mastery experiences and social persuasions predicted their academic self-efficacy. Mastery experience did not predict the self-efficacy beliefs of low-achieving students. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory. 相似文献
10.
In this research project, we investigated two beginning secondary science teachers' efforts to learn to teach science in ways that build from and celebrate the ethnic, gender, linguistic, and academic diversity of their students. To do so, we followed Troy and Brian from their preservice teacher education experiences through their first year of teaching 8th grade physical science at local junior high schools. We also conducted a follow‐up observation and interview with each participant after he had moved past the beginning stage of survival in the teaching profession—once in his fourth year of public school science teaching. Through qualitative analysis of interviews, classroom observations, and teachers' written work, we identified patterns and explored commonalities and differences in Troy and Brian's views and practices tied to equity over time. In particular, we examined successes and challenges they encountered in learning to teach science for all (a) from their students, (b) from inquiry into practice, and (c) from participation in professional communities. In our implications, we suggest ways teacher educators and induction professionals can better support beginning teachers in learning to teach science to all students. In particular, we highlight the central roles both individual colleagues and collective school cultures play in aiding or impeding beginning teachers' efforts to learn from students, from practice, and from professional communities. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 586–612, 2007. 相似文献
11.
A diverse sample of doctoral students completed an on-line questionnaire assessing their supervisors' academic, personal and autonomy support and their research self-efficacy. The more task-related help and personal support students received, the more positively they evaluated their supervision. The degree to which supervisors encouraged students to think and act autonomously (autonomy support) was not uniquely associated with students' supervision satisfaction but predicted greater research self-efficacy. A combination of high levels of autonomy and academic support was associated with the highest levels of research self-efficacy, whereas when greater levels of personal support were accompanied by low levels of autonomy support, students reported lower research self-efficacy. These results indicate that effective doctoral supervision involves supporting students to voice and act on their own ideas while simultaneously providing guidance on how to complete research tasks. 相似文献
12.
Helen Dixon Eleanor Hawe Richard Hamilton 《Assessment & Evaluation in Higher Education》2020,45(3):460-471
AbstractAcademic self-efficacy is critical to academic success. Hence those working in higher education need to make deliberate and substantial attempts to foster academic competence, confidence, persistence and resilience in the students they teach, given they are essential components of academic self-efficacy. Addressing an identified gap in the exemplars literature, this article pays particular attention to how exemplars can be used in an embedded and sustained manner with the intent of fostering and supporting these components. Taking into account the three dimensions of self-efficacy – strength, magnitude and generality – and the various sources of information students draw upon to make judgements about their capabilities, four inter-dependent and inter-related practices and associated experiences are identified. We argue that collectively these practices and experiences can accentuate the positive effects and ameliorate the potential negative effects of exemplar use on student academic self-efficacy. 相似文献
13.
ABSTRACTThe aim of the present investigation was to analyse the role of academic self-efficacy and approaches to learning in general and in Physics and Chemistry academic achievements. The sample comprised 507 secondary school students of two Spanish schools and the study was conducted in the context of a Physics and Chemistry subject. Structural equation models showed that surface motive was the only type of learning approach directly related to performance. Besides, our models revealed that self-efficacy plays an important role as a mediating variable between the surface strategy and the deep motive learning approaches and academic achievement. Gender effects were also studied as girls showed higher levels of achievement both in general performance and in Physics and Chemistry. Implications for science education and suggestions for future research of these findings are also discussed. 相似文献
14.
文章采用大学生学习观问卷、大学生学习动机量表（WMI）、一般自我效能感量表（GSES）及学习效能感量表,对254名被试大学生进行问卷调查,并对部分学生进行访谈。结果表明：大学生的学习观总体上是倾向于建构性的;文理科学生、本专科学生在学习观的各维度得分上不存在显著差异;大学生的学习观与其内生动机、一般自我效能感、学习效能感存在显著正相关,但与外生动机多为显著负相关;学业自我体验与学习过程观是大学生内生动机的有效预测变量．学业自我体验也是大学生一般自我效能感和学习效能崴的有效预测变号。 相似文献
15.
Yuwarat Srisupawong Ravinder Koul Jariya Neanchaleay Elizabeth Murphy Emmanuel Jean Francois 《Education and Information Technologies》2018,23(2):681-703
Motivation and success in computer-science courses are influenced by the strength of students’ self-efficacy (SE) beliefs in their learning abilities. Students with weak SE may struggle to be successful in a computer-science course. This study investigated the factors that enhance or impede the computer self-efficacy (CSE) of computer-science students. Data collection involved a survey of 524 undergraduate computer-science students from 10 Thai universities. The survey measured four items of CSE, 13 items pertaining to the classroom learning environment (CLE), and 14 items related to information sources of SE. Results revealed that perceptions of a CLE with autonomy, meaningfulness, and involvement were positively associated with strong CSE. In addition, perceptions of social persuasions such as meaningful and encouraging feedback or judgment from influential people demonstrated a statistically positive relationship with CSE. Perceptions of vicarious experiences whereby students determine and compare their own abilities with observational experiences of role models also demonstrated a statistically positive relationship with CSE. Perceived physiological and affective states such as anxiety and stress demonstrated a negative influence CSE. Implications for practice relate to students’ perceptions of autonomous learning, the value of positive feedback, students’ input into learning content and activities, role models for students and observation of how peers perform tasks better or worse. 相似文献
16.
Huy Phuong Phan 《教育心理学》2012,32(1):81-105
As a cognitive-motivational construct, self-efficacy has been researched extensively and has involved two important lines of inquiries, namely the impact of sources of information on self-efficacy and the predictive effect of self-efficacy on learning outcomes. We proposed and tested the relations between the four major sources of information (enactive performance accomplishments, vicarious experiences, verbal persuasion and emotional and physiological states), self-efficacy and academic achievement for mathematics and science within one conceptual model. Our model was tested with the conjunctive use of longitudinal data and latent growth curve modelling (LGM) procedures. Two hundred and fifty-two (110 girls, 142 boys) upper elementary school children from three government schools participated in this longitudinal study. Likert-scale inventories were administered over four occasions within a one-year period. We measured the four sources of information at T 1, whereas self-efficacy for mathematics and science was measured at T 2–T 4, and academic achievement was measured at T 4 only. SPSS AMOS v18 was used to test a number of a priori multivariate growth curve models. LGM analyses provided moderate evidence in support of our conceptual model, noting different patterns of trajectories for both mathematics and science. 相似文献
17.
Shanyan Lin Sofia Mastrokoukou Claudio Longobardi Paolo Bozzato Francesca Giovanna Maria Gastaldi Martina Berchiatti 《Higher Education Quarterly》2023,77(1):121-137
Transition into higher education (HE) has received increased interest in recent years, since it represents a challenging period for students. The aim of this study was to further understand the associations between self-efficacy, academic achievements, and regulation in first-year university students during their transition into HE. The convenience sample consisted of 374 first-year university students (230 females, 61.5%), aged from 18 to 33 (M = 19.86, SD = 1.51) and recruited from an Italian university. Self-efficacy was assessed using the Motivated Strategies for Learning Questionnaire; regulation strategies were assessed with the Inventory of Learning Patterns of Students; and a self-reported grade point average was taken as an indicator of each student's academic performance. Result shows that students' self-efficacy was positively associated with self-regulation and negatively associated with a lack of regulation. Students with higher self-efficacy and self-regulation strategies had better academic performance. Female students performed better in academic activities and adopted more external regulation strategies. The findings represent an opportunity for university institutions to consider the interventions they provide to first-year students in order to facilitate the successful transition from secondary school; they also provide researchers with further knowledge about the effect of self-efficacy, and regulation strategies on students' adjustment to HE. 相似文献
18.
Huy P. Phan 《高等教育研究与发展》2015,34(2):368-382
Future time perspective (FTP) is an important theoretical construct that may assist educators in their understanding of individuals' learning, motivation and decision-making. There is empirical evidence attesting to the predictive effects of anticipation of future goals on both cognitive and non-cognitive outcomes. The present study, based on previous conceptualizations, proposes the statistical testing of the impact of FTP on commitment to career choices and academic achievement in the subject educational psychology, via personal self-efficacy beliefs and effort expenditure. Two hundred and fifty-six first-year university students (151 women and 105 men) were administered a number of Likert-scale inventories and path analytical procedures were used to validate the hypothesized structural relations. The results yielded from a comparison of different a priori models indicate the impact of FTP on commitment to career choices and academic achievement indirectly, via personal self-efficacy. Personal self-efficacy is also found to exert positive effects on vocational exploration and academic achievement, highlighting the potency of social cognitive theory. In general, the findings obtained provide empirical grounding for applied educational practices and continuing research development. 相似文献
19.
Lucy Avraamidou 《International Journal of Science Education》2013,35(1):108-135
The purpose of this case study was to explore the ways in which 3 different informal science experiences in the context of an elementary methods course influenced a group of prospective elementary teachers' ideas about science teaching and learning as well as their understandings about the role of informal science environments to teaching and learning. In order to address this question, data were collected in a period of an academic semester through the following sources: journal entries for each of the 3 experiences, a personal teaching philosophy statement and a 2-hour long semi-structured interview with each of the 12 participants. Open coding techniques were used to analyze the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal science experiences in the context of teacher preparation has the potential to support beginning elementary teachers' development of contemporary ideas about science teaching and learning related to inquiry-based science, the nature of scientific work and the work of scientists, connecting science with everyday life, and making science fun and personally meaningful. These findings are discussed alongside implications for policy, teacher preparation, and research under these themes: (a) addressing reform recommendations; (b) developing positive orientations toward science and science teaching; and (c) constructing understandings about scientists' work. 相似文献
20.
Catherine T. Amelink Sharnnia Artis Tsu-Jae King Liu 《Community College Journal of Research & Practice》2013,37(12):1111-1124
Despite the awareness of the importance of self-efficacy, this concept has been studied in a limited sense among community college students (Collins & Bissell, 2004), but it has been shown to be significantly related to career decisions among enrollees (Kelly & Hatcher, 2013). The literature does not address what types of experiences can improve or enhance self-efficacy among college students as it relates to research and among community college students specifically. This study addresses the gap in the literature by examining what experiences can improve the self-efficacy of community college students as it relates to research and whether this has an impact on their long-term career plans to pursue a science, technology, engineering, and mathematics (STEM) career. 相似文献