Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses
Multi-institutional Study of Self-Efficacy within Flipped Chemistry Courses
复制标题
翻转化学课程中自我效能感的多机构研究
DOI：
10.1021/acs.jchemed.0c01361
复制
发表时间：
2021
影响因子：
3
通讯作者：
Barbera, Jack
中科院分区：
文献类型：
--
作者：
Naibert, Nicole;Duck, Kerry D.;Phillips, Michael M.;Barbera, Jack
积极的学习环境已被证明是有益的学生学习;然而，包括这样的活动可能会受到可用的课堂时间的限制。一种可以在面对面上课时间提供更多主动学习机会的方法是翻转学习方法。然而，关于翻转学习环境对学生学习动机影响的研究还很有限。因此，在这项多机构的研究中，普通化学学生就读于翻转课程在三个机构的自我效能和自我调节策略的措施作出反应。这些措施的结果被用来评估学生的学业自我效能感（ASE）和化学自我效能感（CSE）在每个机构的任期内的变化，以及比较学生的CSE之间的机构。在所有的措施，这样的潜在手段可以用来比较结果随着时间的推移和机构之间的标量测量不变性的证据被发现。总的来说，每个机构的学生在整个学期中的ASE都有所下降，尽管他们的CSE有所增加。机构之间的比较表明，学生在东南部机构有一个更高的后CSE比学生在西部和西北部机构。机构之间的一个显着差异是面对面上课时间的结构，这表明学生的CSE后分数和课程结构之间可能存在关系。然而，其他变量，如机构的人口概况，也可能在观察到的差异中发挥作用。
Active learning environments have been shown to be beneficial for student learning; however, including such activities can be limited by the class time available. One method that can provide more opportunities for active learning during face-to-face class time is the flipped learning approach. However, studies on the impacts of flipped learning environments on student motivation are limited. Therefore, in this multi-institutional study, general chemistry students enrolled in flipped courses at three institutions responded to measures of self-efficacy and self-regulatory strategies. The results from these measures were used to evaluate how students’ academic self-efficacy (ASE) and chemistry self-efficacy (CSE) changed over the term at each institution as well as to compare students’ CSE between the institutions. Evidence was found for scalar measurement invariance across all measures, such that latent means could be used to compare results over time and between the institutions. Overall, students at each institution showed a decrease in ASE over the term, although their CSE increased. Comparisons between the institutions showed that students at the Southeastern institution had a higher post CSE than students at the Western and Northwestern institutions. One salient difference between the institutions was the structure of the face-to-face class time, which suggests that there may be a relation between students’ post CSE scores and the structure of the course. However, other variables, such as the demographic profiles of the institutions, may have also played a role in the observed differences.
登录
查看更多内容
化学专用版本的学术动机量表（AMS-Chemistry）的开发和评估
DOI：
--
发表时间：
2017
期刊：
影响因子：
--
作者：
Yujuan Liu;B. Ferrell;Jack Barbera;J. Lewis
通讯作者：
J. Lewis
潜在变量的实验、准实验和非实验设计与分析
影响因子：
5.4
作者：
G. Hancock
通讯作者：
G. Hancock
探索性格对绩效的影响：任务时间如何通过自我效能调节中介
DOI：
--
发表时间：
2009
期刊：
影响因子：
--
作者：
Filiz Tabak;N. Nguyen;Tom Basuray;William P. Darrow
通讯作者：
William P. Darrow
DOI：
--
发表时间：
2003
期刊：
影响因子：
--
作者：
P. Pintrich
通讯作者：
P. Pintrich
DOI：
--
发表时间：
2013
期刊：
影响因子：
--
作者：
J. Dominic Smith
通讯作者：
J. Dominic Smith