Exploring the relationship between self‐efficacy and retention in introductory physics
Exploring the relationship between self‐efficacy and retention in introductory physics
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探索入门物理学中自我效能感和记忆力之间的关系
DOI：
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发表时间：
2012
期刊：
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通讯作者：
L. Kramer
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作者：
V. Sawtelle;Eric Brewe;L. Kramer
科学课程中的自我效能感的来源，物理（SOSESC-P）的定量结果是作为一个逻辑回归预测学生通过介绍物理与微积分我，整体以及按性别分列。自我效能感作为一种解释人类行为变化的理论[Bandura [1977] Psychological Review，84（2），191-215]已成为教育研究者关注的焦点。Zeldin和Pajares [Zeldin & Pajares [2000] American Educational Research Journal，37（1），215]和Zeldin，Britner和Pajares [2008] Journal of Research in Science Teaching，45（9），1036-1058]发现证据表明，男性和女性利用不同的来源来评估他们在科学领域的自我效能。此外，自我效能感是学生整体科学身份的主要维度之一，有助于他们坚持物理学[Hazari，Sonnert，Sadler，& Shanahan，2010 Journal of Research in Science Teaching 47（8），978-1003]。在佛罗里达国际大学，我们从性别理论的角度研究了学生在入门物理课上的自我效能感，目的是了解自我效能感的来源如何为理解物理学中的保留提供机制。使用序贯逻辑回归分析，我们发现微妙的区别的预测能力的来源的自我效能。预测女性的通过概率主要依赖于替代学习经验来源，社会说服经验没有显着的贡献，而预测男性的通过概率只需要掌握经验来源。© 2012 Wiley Periodicals，Inc. J Res Sci Teach 49：1096-1121，2012
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 [Bandura [1977] Psychological Review, 84(2), 191–215] has become a focus of education researchers. Zeldin and Pajares [Zeldin & Pajares [2000] American Educational Research Journal, 37(1), 215] and Zeldin, Britner, and Pajares [2008] Journal of Research in Science Teaching, 45(9), 1036–1058] 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 [Hazari, Sonnert, Sadler, & Shanahan, 2010Journal of Research in Science Teaching 47(8), 978–1003]. 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. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1096–1121, 2012