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Abstract Title: Self-Efficacy Development and In-the-Moment Experiences
Abstract: Self-efficacy, the belief in one's ability to succeed in the task at hand, has been reported to support students in overcoming challenges inherent in learning physics. Traditionally self efficacy is measured by pre-post course surveys.  However, these measures do not reveal how efficacy is experienced in the course and provide little detail informing the causes of shifts in self-efficacy. In-the-moment data on student affective experience, including self-efficacy,  was collected to complement pre-post surveys. Students in an introductory calculus based physics course had increases in self-efficacy (d = 0.5, p < 0.01) as measured by pre-post surveys. Yet, in-the-moment measures indicated that students had lower experiences of self-efficacy in this physics course than in all other STEM courses. These results imply that investigating how students reflect on their physics learning experiences is necessary for understanding how to improve student's physics self-efficacy.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jayson Nissen
University of Maine
120 Bennett Hall
Orono, ME 04469
Phone: 4065811982