home - login - register

Journal Article Detail Page

written by Remy Dou, Eric Brewe, Justyna P. Zwolak, Geoff Potvin, Eric A. Williams, and Laird H. Kramer
The Modeling Instruction (MI) approach to introductory physics manifests significant increases in student conceptual understanding and attitudes toward physics. In light of these findings, we investigated changes in student self-efficacy while considering the construct's contribution to the career-decision making process. Students in the Fall 2014 and 2015 MI courses at Florida International University exhibited a decrease on each of the sources of self-efficacy and overall self-efficacy (
N
=
147
) as measured by the Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) survey. This held true regardless of student gender or ethnic group. Given the highly interactive nature of the MI course and the drops observed on the SOSESC-P, we chose to further explore students' changes in self-efficacy as a function of three centrality measures (i.e., relational positions in the classroom social network): inDegree, outDegree, and PageRank. We collected social network data by periodically asking students to list the names of peers with whom they had meaningful interactions. While controlling for PRE scores on the SOSESC-P, bootstrapped linear regressions revealed post-self-efficacy scores to be predicted by PageRank centrality. When disaggregated by the sources of self-efficacy, PageRank centrality was shown to be directly related to students' sense of mastery experiences. InDegree was associated with verbal persuasion experiences, and outDegree with both verbal persuasion and vicarious learning experiences. We posit that analysis of social networks in active learning classrooms helps to reveal nuances in self-efficacy development.
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Modeling
Education - Basic Research
- Behavior
= Social Interaction
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Article
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
- Researchers
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
text/html
application/pdf
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license.
Rights Holder:
Remy Dou et al.
Record Creator:
Metadata instance created July 10, 2018 by Bruce Mason
Record Updated:
July 10, 2018 by Bruce Mason
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
R. Dou, E. Brewe, J. Zwolak, G. Potvin, E. Williams, and L. Kramer, Phys. Rev. Phys. Educ. Res. 12 (020124), (2016), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.12.020124).
AJP/PRST-PER
R. Dou, E. Brewe, J. Zwolak, G. Potvin, E. Williams, and L. Kramer, Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens, Phys. Rev. Phys. Educ. Res. 12 (020124), (2016), <https://doi.org/10.1103/PhysRevPhysEducRes.12.020124>.
APA Format
Dou, R., Brewe, E., Zwolak, J., Potvin, G., Williams, E., & Kramer, L. (2016). Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens. Phys. Rev. Phys. Educ. Res., 12(020124). Retrieved July 22, 2018, from https://doi.org/10.1103/PhysRevPhysEducRes.12.020124
Chicago Format
Dou, R, E. Brewe, J. Zwolak, G. Potvin, E. Williams, and L. Kramer. "Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens." Phys. Rev. Phys. Educ. Res. 12, no. 020124, (2016), https://doi.org/10.1103/PhysRevPhysEducRes.12.020124 (accessed 22 July 2018).
MLA Format
Dou, Remy, Eric Brewe, Justyna Zwolak, Geoff Potvin, Eric Williams, and Laird Kramer. "Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens." Phys. Rev. Phys. Educ. Res. 12.020124 (2016). 22 July 2018 <https://doi.org/10.1103/PhysRevPhysEducRes.12.020124>.
BibTeX Export Format
@article{ Author = "Remy Dou and Eric Brewe and Justyna Zwolak and Geoff Potvin and Eric Williams and Laird Kramer", Title = {Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {12}, Number = {020124}, Year = {2016} }
Refer Export Format

%A Remy Dou
%A Eric Brewe
%A Justyna Zwolak
%A Geoff Potvin
%A Eric Williams
%A Laird Kramer
%T Beyond performance metrics: Examining a decrease in students' physics self-efficacy through a social networks lens
%J Phys. Rev. Phys. Educ. Res.
%V 12
%N 020124
%D 2016
%U https://doi.org/10.1103/PhysRevPhysEducRes.12.020124
%O text/html

EndNote Export Format

%0 Journal Article
%A Dou, Remy
%A Brewe, Eric
%A Zwolak, Justyna
%A Potvin, Geoff
%A Williams, Eric
%A Kramer, Laird
%D 2016
%T Beyond performance metrics: Examining a decrease in students' physics self-efficacy through a social networks lens
%J Phys. Rev. Phys. Educ. Res.
%V 12
%N 020124
%U https://doi.org/10.1103/PhysRevPhysEducRes.12.020124


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials