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Abstract Title: The relationship between centrality and student self-efficacy in an interactive introductory physics environment
Abstract: Certain classroom interactions may contribute to self-efficacy--one's confidence in one's ability to accomplish a certain task. Some of these interactions contribute to two sources of self-efficacy: verbal persuasion and vicarious learning (i.e. watching others with whom a person relates succeed or fail at a task). High self-efficacy has been shown to positively contribute to student performance and persistence in STEM courses and careers. In this poster, we relate students' academic interactions and self-efficacy in introductory Modeling Instruction physics at Florida International University--a large, Hispanic serving institution. Social network analysis (SNA) is used to calculate centrality--a proxy for how ingrained a particular student is in the academic network of the classroom. A correlation is tested between students' centrality and their participation in self-efficacy building activities, as measured by the Sources of Self-Efficacy in Science Courses survey.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Remy Dou
Florida International University
11200 SW 8th St
Miami, FL 33174
Phone: 786-238-1667
Co-Author(s)
and Co-Presenter(s)
Eric Brewe (Florida International University)

Contributed Paper

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Contributed Poster

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