Using self-efficacy beliefs to understand how students in a general chemistry course approach the exam process

2018 ◽  
Vol 19 (1) ◽  
pp. 265-275 ◽  
Author(s):  
Angela Willson-Conrad ◽  
Megan Grunert Kowalske
Keyword(s):  
General Chemistry ◽  
Self Efficacy ◽  
Study Skills ◽  
Efficacy Beliefs ◽  
Dropping Out ◽  
Metacognitive Skills ◽  
College Chemistry ◽  
Mastery Experience ◽  
Meaningful Connections ◽  
Poor Teaching

Retention of students who major in STEM continues to be a major concern for universities. Many students cite poor teaching and disappointing grades as reasons for dropping out of STEM courses. Current college chemistry courses often assess what a student has learned through summative exams. To understand students' experiences of the exam process, including how students prepare for an exam, take an exam, and respond to feedback from an exam, data was collected through interviews with students in an introductory college chemistry course. The interview data was analyzed using emergent coding to describe students' experiences of the exam process using phenomenography. Data indicated that students' experiences with the exam process could be categorized based on their reported exam performance. Overall, differences could be seen between these students' self-efficacy beliefs and metacognitive skills based on the grade each student reported receiving on the exam. The students who performed highest on the exam had self-efficacy beliefs primarily from their mastery experience, and middle performing students' self-efficacy beliefs came from vicarious experience. The lowest performing student had low self-efficacy beliefs. Students who received the highest grades on the exam viewed learning as making meaningful connections between topics, and students who received lower grades viewed learning as memorization. By further understanding students study habits, their views on the exam process, and the development of their self-efficacy beliefs, instructors may be better able to assist low and middle performing students in our general chemistry courses. The findings from this study suggest several ways instructors could facilitate more effective studying and promote higher self-efficacy beliefs, including promoting group work, talking with students about study skills, and encouraging attendance at office hours to review exam responses.

Formative External Evaluation and Data Analysis Report Year Three: Building Opportunities for STEM Success

2020 ◽  
Author(s):  
Angelicque Tucker Blackmon ◽  
Keyword(s):  
Data Analysis ◽  
Computer Science ◽  
Self Efficacy ◽  
Study Skills ◽  
Mathematics Students ◽  
External Evaluation ◽  
College Chemistry ◽  
Before And After ◽  
And Mathematics

This report is an analysis of college chemistry, biology, computer science, and mathematics students' perceptions of STEM self-efficacy and study skills before and after an intervention.

Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

2008 ◽  
Vol 78 (4) ◽  
pp. 751-796 ◽  
Author(s):  
Ellen L. Usher ◽  
Frank Pajares
Keyword(s):  
Critical Review ◽  
Self Efficacy ◽  
Contextual Factors ◽  
Efficacy Beliefs ◽  
Academic Ability ◽  
Review Of The Literature ◽  
Future Directions ◽  
Psychological Mechanisms ◽  
Mastery Experience

The purpose of this review was threefold. First, the theorized sources of self-efficacy beliefs proposed by A. Bandura (1986) are described and explained, including how they are typically assessed and analyzed. Second, findings from investigations of these sources in academic contexts are reviewed and critiqued, and problems and oversights in current research and in conceptualizations of the sources are identified. Although mastery experience is typically the most influential source of self-efficacy, the strength and influence of the sources differ as a function of contextual factors such as gender, ethnicity, academic ability, and academic domain. Finally, suggestions are offered to help guide researchers investigating the psychological mechanisms at work in the formation of self-efficacy beliefs in academic contexts.

scholarly journals The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu)

2019 ◽  
Vol 8 (1) ◽  
pp. 79
Author(s):  
Ida Yulianawati
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Senior High School ◽  
Second Grade ◽  
Writing Ability ◽  
English Writing ◽  
Mastery Experience

This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.

The Transformative Capacity of Telementoring on Self-efficacy Beliefs

2010 ◽  
pp. 72-88
Author(s):  
Deborah A. Scigliano
Keyword(s):  
Best Practices ◽  
Self Efficacy ◽  
Research Study ◽  
Physiological State ◽  
Efficacy Beliefs ◽  
Vicarious Experience ◽  
Pragmatic Approach ◽  
Verbal Persuasion ◽  
Transformative Capacity ◽  
Mastery Experience

This chapter focuses on the intentional design of telementoring projects to enhance self-efficacy beliefs. The emphasis is on a pragmatic approach to design. Self-efficacy is defined and its importance is detailed. Intentional design which focuses upon addressing the four influences on efficacy of mastery experience, vicarious experience, verbal persuasion, and physiological state is advocated. A design-based drama telementoring research study which employed the best practices of self-efficacy and telementoring research is examined. Capacity, illustrative vignettes, and design implications for each of the four influences on self-efficacy are discussed.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI SELF EFFICACY PERAWAT DALAM MELAKSANAKAN RESUSITASI PADA PASIEN HENTI JANTUNG

2016 ◽  
Vol 2 (4) ◽  
Author(s):  
Kusno Ferianto ◽  
Ahsan, Ika Setyo Rini
Keyword(s):  
Self Efficacy ◽  
Cross Sectional ◽  
Mastery Experience

Abstrak : Henti jantung merupakan kasus kegawatdaruratan yang dapat mengancam jiwa jika tidak mendapatkan penanganan yang segera dan baik dari perawat. Self efficacy perawat menjadi fakctor yang berpengaruh terhadap keberhasilan dalam melaksanakan resusitasi henti jantung. Tujuan penelitian ini adalah mengetahui faktor yang mempengaruhi self efficacy perawat dalam melaksanakan resusitasi pada henti jantung. Desain penelitian yang digunakan  adalah  analitik korelatif dengan  pendekatan  cross  sectional  terhadap 30 Perawat IGD RSUD dr. R. Koesma Tuban. Pengumpulan data menggunakan tehnik total sampling dengan .Iinstrumen yang akan digunakan adalah kuisioner standar Perawat Karir, OSS-3, PSS Score dan GSE Score. Analisis menggunakan uji koefisien kontingensi dan regresi logistik. Hasil pengujian hipotesis menunjukkan terdapat hubungan antara mastery experience dan verbal persuasif dengan self efficacy perawat dalam melaksanakan resusitasi henti jantung. Koefisien signifikansi yang dihasilkan sebesar 0,015 dan 0,013 dimana lebih kecil dari 0,05 sehingga menimbulkan hubungan yang bermakna. Kesimpulan dari penelitian ini adalah mastery experience dan verbal persuasive merupakan fakctor yang mempengaruhi self efficacy. Oleh karena itu, perawat perlu meningkatkan self efficacy dalam melaksanakan resusitasi pada henti jantung dengan cara pelatihan dan pendidikan yang berkelanjutan.Kata Kunci: self efficacy, henti jantung, perawat, resusitasi

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