scholarly journals Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning

2017 ◽  
Vol 16 (4) ◽  
pp. ar56 ◽  
Author(s):  
Cissy J. Ballen ◽  
Carl Wieman ◽  
Shima Salehi ◽  
Jeremy B. Searle ◽  
Kelly R. Zamudio
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
Underrepresented Minority ◽  
Social Belonging ◽  
And Mathematics ◽  
Undergraduate Science ◽  
Performance Gains

Efforts to retain underrepresented minority (URM) students in science, technology, engineering, and mathematics (STEM) have shown only limited success in higher education, due in part to a persistent achievement gap between students from historically underrepresented and well-represented backgrounds. To test the hypothesis that active learning disproportionately benefits URM students, we quantified the effects of traditional versus active learning on student academic performance, science self-efficacy, and sense of social belonging in a large (more than 250 students) introductory STEM course. A transition to active learning closed the gap in learning gains between non-URM and URM students and led to an increase in science self-efficacy for all students. Sense of social belonging also increased significantly with active learning, but only for non-URM students. Through structural equation modeling, we demonstrate that, for URM students, the increase in self-efficacy mediated the positive effect of active-learning pedagogy on two metrics of student performance. Our results add to a growing body of research that supports varied and inclusive teaching as one pathway to a diversified STEM workforce.

scholarly journals Relationship between Parental Involvement and Mathematics Achievement of Chinese Early Adolescents: Multiple Mediating Roles of Mental Health and Mathematics Self-Efficacy

2021 ◽  
Vol 18 (18) ◽  
pp. 9565
Author(s):  
Feifei Huang ◽  
Zhaofeng Huang ◽  
Zhe Li ◽  
Minqiang Zhang
Keyword(s):  
Mental Health ◽  
Mathematics Achievement ◽  
Parental Involvement ◽  
Self Efficacy ◽  
Structural Equation ◽  
Early Adolescents ◽  
Equation Modeling ◽  
Multidimensional Construct ◽  
And Mathematics ◽  
Mathematics Self Efficacy

This study conceptualized the multidimensional construct of parental involvement, including cognitive involvement, behavioral involvement, and personal involvement, and examined the mediating effects of student’s mental health and mathematics self-efficacy. Questionnaires were administered to 2866 early adolescents and their parents in China; structural equation modeling and bias-corrected bootstrap methods were used. The results show that different dimensions of parental involvement had different effects on mathematics achievement. Additionally, results indicate that the influences of the multidimensional construct of parental involvement on mathematics achievement were either partially or completely mediated by student’s mental health and mathematics self-efficacy. The findings also offer insight into possible interventions designed to explore how parental involvement promotes students’ mathematics achievement through their children’s mental health and mathematics self-efficacy.

scholarly journals Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

2015 ◽  
Vol 14 (3) ◽  
pp. ar32 ◽  
Author(s):  
Sue Ellen DeChenne ◽  
Natalie Koziol ◽  
Mark Needham ◽  
Larry Enochs
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Teaching Assistants ◽  
Teaching Experience ◽  
Graduate Teaching Assistants ◽  
Equation Modeling ◽  
Graduate Teaching ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs.

Stereotype Threat and Career Goals Among Women in STEM: Mediating and Moderating Roles of Perfectionism

2019 ◽  
pp. 089484531988465
Author(s):  
Chaihua Lin ◽  
Eric D. Deemer
Keyword(s):  
Stereotype Threat ◽  
Self Efficacy ◽  
Structural Equation ◽  
Online Survey ◽  
Career Goals ◽  
Equation Modeling ◽  
Future Research ◽  
Undergraduate Women ◽  
Mediating Mechanisms ◽  
And Mathematics

This study examines how the interplay between individual and contextual factors contributes to the academic and career outcomes of female science, technology, engineering, and mathematics (STEM) students. Hypotheses regarding the indirect influence of stereotype threat on STEM career goals were assessed. Data were collected from 323 undergraduate women students in STEM disciplines through an online survey. Using structural equation modeling, results revealed that (a) perfectionism mediated the relationship between stereotype threat and self-efficacy, and (b) stereotype threat was distally associated with career goals through the mediating mechanisms of perfectionism, self-efficacy, and interest. In an alternative model, perfectionism was also not found to moderate the indirect association between stereotype threat and interest. Recommendations for future research and implications for practice are presented.

scholarly journals The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences

2018 ◽  
Author(s):  
Moin Syed ◽  
Eileen L. Zurbriggen ◽  
Martin M. Chemers ◽  
Barbara K. Goza ◽  
Steve Bearman ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Community Involvement ◽  
Self Efficacy ◽  
Structural Equation ◽  
Support Programs ◽  
Equation Modeling ◽  
Underrepresented Minority ◽  
Research Experience ◽  
Stem Career ◽  
Over Time

We report results from two studies testing the Mediation Model of Research Experiences (MMRE), which posits that science (or engineering) self-efficacy and identity as a scientist (or engineer) mediate the association between support programs and students’ commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self-efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre-post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self-efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self-efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among white and underrepresented minority undergraduate students.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

scholarly journals Multilevel Pathways of Colorectal Cancer Screening Among Low-Income Vietnamese Americans: A Structural Equation Modeling Analysis

2021 ◽  
Vol 28 ◽  
pp. 107327482110110
Author(s):  
Grace X. Ma ◽  
Lin Zhu ◽  
Timmy R. Lin ◽  
Yin Tan ◽  
Phuong Do
Keyword(s):  
Health Beliefs ◽  
Low Income ◽  
Self Efficacy ◽  
Limited English Proficiency ◽  
Structural Equation ◽  
Vietnamese Americans ◽  
Equation Modeling ◽  
Community Based ◽  
Related Factors ◽  
Crc Screening

Background: Colorectal cancer (CRC) disproportionately affects Vietnamese Americans, especially those with low income and were born outside of the United States. CRC screening tests are crucial for prevention and early detection. Despite the availability of noninvasive, simple-to-conduct tests, CRC screening rates in Asian Americans, particularly Vietnamese Americans, remain suboptimal. The purpose of this study was to evaluate the interplay of multilevel factors – individual, interpersonal, and community – on CRC screening behaviors among low-income Vietnamese Americans with limited English proficiency. Methods: This study is based on the Sociocultural Health Behavior Model, a research-based model that incorporates 6 factors associated with decision-making and health-seeking behaviors that result in health care utilization. Using a community-based participatory research approach, we recruited 801 Vietnamese Americans from community-based organizations. We administered a survey to collect information on sociodemographic characteristics, health-related factors, and CRC screening-related factors. We used structural equation modeling (SEM) to identify direct and indirect predictors of lifetime CRC screening. Results: Bivariate analysis revealed that a greater number of respondents who never screened for CRC reported limited English proficiency, fewer years of US residency, and lower self-efficacy related to CRC screening. The SEM model identified self-efficacy (coefficient = 0.092, P < .01) as the only direct predictor of lifetime CRC screening. Educational attainment (coefficient = 0.13, P < .01) and health beliefs (coefficient = 0.040, P < .001) had a modest significant positive relationship with self-efficacy. Health beliefs (coefficient = 0.13, P < .001) and educational attainment (coefficient = 0.16, P < .01) had significant positive relationships with CRC knowledge. Conclusions: To increase CRC screening uptake in medically underserved Vietnamese American populations, public health interventions should aim to increase community members’ confidence in their abilities to screen for CRC and to navigate associated processes, including screening preparation, discussions with doctors, and emotional complications.

scholarly journals The Evolution of Resource-Based Inquiry: A Review and Meta-Analytic Integration of the Strategic Resources–Actions–Performance Pathway

2021 ◽  
pp. 014920632199418
Author(s):  
Laura D’Oria ◽  
T. Russell Crook ◽  
David J. Ketchen ◽  
David G. Sirmon ◽  
Mike Wright
Keyword(s):  
Structural Equation ◽  
Equation Modeling ◽  
Competitive Advantages ◽  
Strategy Research ◽  
Resource Based View ◽  
Strategic Resources ◽  
Analytic Integration ◽  
Resource Orchestration ◽  
Performance Gains ◽  
Conceptual Evolution

Understanding why some firms outperform others is central to strategy research. The resource-based view (RBV) suggests that competitive advantages arise due to possessing strategic resources (i.e., assets that are valuable, rare, nonsubstitutable, and inimitable), and researchers have extended this logic to explain performance differences. However, RBV is relatively silent about the actions managers could use to create or capitalize on a resource-based advantage. Enriching RBV, the resource orchestration framework describes specific managerial actions that use such resources to realize performance gains. After reviewing the conceptual evolution of these two literature streams as well as related streams, we use meta-analytic structural equation modeling to aggregate evidence from 255 samples involving 111,614 observations to answer outstanding research questions regarding the strategic resources–actions–performance pathway. The results show strong complementarity and interdependence between their logics. Additional inquiry drawing on their complementarity is a clear path toward enhancing scholars’ understanding of how and why some firms outperform others. We build on our findings to lay a foundation for such inquiry, including a call for theorizing centered on the interdependence of resources and actions, as well as new theoretical terrain that can help resource-based inquiry continue to evolve.

The Irritation Scale as an Instrument to Measure Stress among University Students

2013 ◽  
Vol 16 ◽  
Author(s):  
Enrique Merino-Tejedor ◽  
Joan Boada-Grau ◽  
José C. Sánchez-García ◽  
Pedro Miguel Hontangas-Beltrán
Keyword(s):  
Structural Equation Modeling ◽  
University Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
International Studies ◽  
Two Factors ◽  
Workplace Setting ◽  
General Self Efficacy

AbstractThe objective of this study was to verify the factor validity and structure of the “Irritation Scale” in a sample of 578 Spanish university students. At the same time, the study aimed to verify the criterion-related validity of the scale, analyzing the results obtained through correlation with other variables, such as general self-efficacy, self-regulation, depression, and certain personality dimensions. The results obtained through the Exploratory Structural Equation Modeling approach (ESEM) using Mplus confirmed the presence of two factors in the Irritation Scale, as observed in other international studies within a workplace setting. The significant correlations obtained between the Irritation Scale and the variables considered in the study confirmed the construct validity and verified that irritation is significantly and positively associated with depression and academic burnout, and is negatively associated with general self-efficacy and self-regulation.

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