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Abstract Title: Qualitative analysis of student perceptions of their self-efficacy
Abstract: Students' self-efficacy, their confidence in their ability to complete a task, is a good predictor for student success and persistence. Previous research indicates that improvements in learning methods can enhance self-efficacy and that classroom dynamics allow for different self-efficacy opportunities that may impact students' 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 were affected by classroom dynamics and activities. We found three self-efficacy opportunities mentioned in the interviews: mastery experience, vicarious learning, and verbal persuasion. Preliminary 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 activities increased students' confidence in their ability to do math from their perspective, and verbal persuasion increased students' confidence and was seen as helpful in learning.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.D3

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