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Abstract Title: Qualitative analysis of students’ perceptions of their self-efficacy in a flipped integral calculus course
Abstract: Students' perceptions of their confidence in their ability to complete a task, known as self-efficacy, affects student effort and persistence. Self-efficacy increases with improvements in learning methods and is a good predictor for success. Classroom dynamics also impact students' self-efficacy by allowing for different sources of self-efficacy. Previous research indicates that self-efficacy is context-specific and that male and female students benefit from different sources of self-efficacy. In this study, we analyzed interviews from 12 students enrolled in a flipped integral calculus course to understand their perceptions of self-efficacy and how these perceptions impact their learning experiences. Findings reveal that experiences in previous math courses, particularly high school, impacted students' perceptions of their self-efficacy in math both positively and negatively, active learning increased students' confidence in their ability to do math from their perspective, and verbal persuasion (implicit encouragement) increased students' confidence and was seen as a helpful way to learn.
Abstract Type: Juried Talk
Parallel Session: Juried Talks I

Author/Organizer Information

Primary Contact: Jillian Mellen
Rutgers University, New Brunswick
Piscataway, NJ 08854
Phone: 9175455269
and Co-Presenter(s)
Geraldine L. Cochran - Rutgers University, New Brunswick
John Kerrigan - Rutgers University, New Brunswick
Lydia Prendergast - Rutgers University, New Brunswick
Antonio Silva - Rutgers University, New Brunswick