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Abstract Title: Understanding the Nuance in Disciplinary Self-Efficacy
Abstract: Educational psychology studies have linked self-belief constructs to success in STEM, including self-efficacy (the belief in one's ability to succeed at specific tasks) and growth mindset (seeing intelligence as something that can be developed through dedication and effort). However, most of the work with these constructs uses traditional psychology large-N quantitative studies to show that change happens without describing in qualitative detail the mechanism by which it happens. This presentation will focus on a case study of a student who sees herself as competent in neuroscience, identifies as a math person, but still places physics in a category of special difficulty. Evidence from this case suggests receiving grade-based evidence of her capability in physics is insufficient for impacting her self-beliefs in physics. We explore ways in which a nuanced understanding of how a sense of capability develops helps us understand this student's disciplinary self-efficacy.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Vashti Sawtelle
Michigan State University
567 Wilson Rd
BPS Bldg, Rm1310
East Lansing, MI 48824
and Co-Presenter(s)
Angela Little, Michigan State University