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Journal of Research in Science Teaching
written by Vashti Sawtelle, Eric Brewe, and Laird H. Kramer
The quantitative results of Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) are presented as a logistic regression predicting the passing of students in introductory Physics with Calculus I, overall as well as disaggregated by gender. Self-efficacy as a theory to explain human behavior change has become a focus of education researchers. Zeldin and Pajares and Zeldin, Britner, and Pajares found evidence that men and women draw on different sources for evaluation of their self-efficacy in science fields. Further, self-efficacy is one of the primary dimensions of students' overall science identity and contributes to their persistence in physics. At Florida International University we have examined the self-efficacy of students in the introductory physics classes from the perspective of gender theory, with the intention of understanding the subtleties in how sources of self-efficacy provide a mechanism for understanding retention in physics. Using a sequential logistic regression analysis we uncover subtle distinctions in the predictive ability of the sources of self-efficacy. Predicting the probability of passing for women relies primarily on the vicarious learning experiences source, with no significant contribution from the social persuasion experiences, while predicting the probability of passing for men requires only the mastery experiences source.
Journal of Research in Science Teaching: Volume 49, Issue 9, Pages 1096-1121
Subjects Levels Resource Types
Education - Basic Research
- Societal Issues
= Gender Issues
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Article
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Educators
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© 2012 Wiley Periodicals
DOI:
10.1002/tea.21050
Keywords:
self-efficacy, student experiences
Record Creator:
Metadata instance created December 31, 2017 by Bruce Mason
Record Updated:
December 31, 2017 by Bruce Mason
Last Update
when Cataloged:
September 21, 2012
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Record Link
AIP Format
V. Sawtelle, E. Brewe, and L. Kramer, J. Res. Sci. Teaching 49 (9), 1096 (2012), WWW Document, (https://doi.org/10.1002/tea.21050).
AJP/PRST-PER
V. Sawtelle, E. Brewe, and L. Kramer, Exploring the relationship between self-efficacy and retention in introductory physics, J. Res. Sci. Teaching 49 (9), 1096 (2012), <https://doi.org/10.1002/tea.21050>.
APA Format
Sawtelle, V., Brewe, E., & Kramer, L. (2012, September 21). Exploring the relationship between self-efficacy and retention in introductory physics. J. Res. Sci. Teaching, 49(9), 1096-1121. Retrieved January 20, 2018, from https://doi.org/10.1002/tea.21050
Chicago Format
Sawtelle, V, E. Brewe, and L. Kramer. "Exploring the relationship between self-efficacy and retention in introductory physics." J. Res. Sci. Teaching. 49, no. 9, (September 21, 2012): 1096-1121, https://doi.org/10.1002/tea.21050 (accessed 20 January 2018).
MLA Format
Sawtelle, Vashti, Eric Brewe, and Laird Kramer. "Exploring the relationship between self-efficacy and retention in introductory physics." J. Res. Sci. Teaching 49.9 (2012): 1096-1121. 20 Jan. 2018 <https://doi.org/10.1002/tea.21050>.
BibTeX Export Format
@article{ Author = "Vashti Sawtelle and Eric Brewe and Laird Kramer", Title = {Exploring the relationship between self-efficacy and retention in introductory physics}, Journal = {J. Res. Sci. Teaching}, Volume = {49}, Number = {9}, Pages = {1096-1121}, Month = {September}, Year = {2012} }
Refer Export Format

%A Vashti Sawtelle
%A Eric Brewe
%A Laird Kramer
%T Exploring the relationship between self-efficacy and retention in introductory physics
%J J. Res. Sci. Teaching
%V 49
%N 9
%D September 21, 2012
%P 1096-1121
%U https://doi.org/10.1002/tea.21050
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Sawtelle, Vashti
%A Brewe, Eric
%A Kramer, Laird
%D September 21, 2012
%T Exploring the relationship between self-efficacy and retention in introductory physics
%J J. Res. Sci. Teaching
%V 49
%N 9
%P 1096-1121
%8 September 21, 2012
%U https://doi.org/10.1002/tea.21050


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