Materials Similar to Factors Influencing the Self-Efficacy Beliefs of First-Year Engineering Students
- 62%: Self-Efficacy of First Year University Physics Students: Do Gender and Prior Formal Instruction in Physics Matter?
- 47%: Reducing the gender gap in students’ physics self-efficacy in a team- and project-based introductory physics class
- 47%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
- 46%: Inconsistent gender differences in self-efficacy and performance for engineering majors in physics and other disciplines: A cause for alarm?
- 43%: Pedagogical approaches, contextual variables, and the development of student self-efficacy in undergraduate physics courses
- 43%: Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
- 43%: Research-Based Assessment of Students’ Beliefs about Experimental Physics: When is Gender a Factor?
- 43%: Developing student attitudes in the first-year physics laboratory
- 41%: Conceptual Understanding of Resistive Electric Circuits Among First-year Engineering Students
- 41%: Implementing a mixed-methods approach to understand students’ self-efficacy: A pilot study
- 39%: Educational debts incurred by racism and sexism in students’ beliefs about physics
- 38%: Large gender differences in physics self-efficacy at equal performance levels: A warning sign?
- 36%: The impact of problem-based learning on engineering students’ beliefs about physics and conceptual understanding of energy and momentum
- 36%: Network centrality and student self-efficacy in an interactive introductory physics environment
- 36%: Exploring the relationship between self-efficacy and retention in introductory physics
- 35%: Self-reflection, Epistemological Beliefs, and Conceptual Gains
- 34%: Connecting Self-Efficacy and Nature of Science Shifts in Undergraduate Research Experiences
- 34%: Understanding the Nuance in Disciplinary Self-Efficacy
