PERC 2019 Abstract Detail Page
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| Abstract Title: | Three factors that complicate self-efficacy research and affect whether self-efficacy interventions succeed or fail |
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| Abstract: | A student's academic self-efficacy is a variable that predicts student achievement and persistence in STEM, and substantial research has focused on developing and testing interventions to increase STEM self-efficacy. Results have been inconsistent: some efforts produced desired outcomes while others show weak or null effects. What factors affect whether a self-efficacy intervention is successful? We are completing a 3-year, NSF-funded project (DUE-1612053) to develop and test a brief intervention to increase Physics students' STEM self-efficacy. Based on our experiences, we identify three critical issues that shape and complicate STEM self-efficacy research and illustrate their significance through grounded examples: defining self-efficacy and how it can be measured as a research variable (what is the nature of self-efficacy and how is it expressed?), accounting for context (e.g. institution and classroom climates and social dynamics), and student-level factors that mediate the link between self-efficacy and academic performance (e.g. motivation, goals, interest, identity). |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A80 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Stephanie J. Sedberry UNC Greensboro 1004 Harvest Time Way Greensboro, NC 27410 Phone: 3363395665 |
| Co-Author(s) and Co-Presenter(s) |
Ian D. Beatty, UNC Greensboro Willian J. Gerace, UNC Greensboro Jason E. Strickhouser, Florida State University Maha A. Elobeid, UNC Greensboro |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
