Influence of Context on Item-Specific Self-Efficacy and Competence of Engineering Students
Influence of Context on Item-Specific Self-Efficacy and Competence of Engineering Students
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环境对工科学生特定项目自我效能感和能力的影响
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Shane A. Brown
中科院分区：
文献类型：
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作者：
Masoud Ghodrat Abadi;D. Hurwitz;Shane A. Brown
自我效能感是学业成功的关键。自我效能感理论认为，社会环境和问题形式会影响自我效能感。虽然已有大量研究对学生的自我效能感及其与其他学业成绩的关系进行了评估，但对自我效能感与具体问题能力之间的关系，以及问题形式和实施方式与自我效能感之间的关系却知之甚少。通过迭代研究，开发了三种形式(口译、排名任务和多项选择)的94个概念性问题。田纳西大学的教职员工在五种类型中的一种(闭卷考试、带回家的考试、课堂测验、家庭作业和小组讨论)中向学生提问。总共有569名学生回答了2,006个问题。为了测量特定项目的自我效能感(ISSE)，学生们被要求在回答完个人问题后立即对他们的信心进行评分，满分为10分。研究发现，成绩相近的学生自我报告的自我效能感差异很大，许多学生的答案缺乏自我效能感与成绩之间的对应关系。多变量方差分析(MANOVA)的结果表明，学生的表现因问题形式和实施方式的不同而不同。学生在口译问题上的表现最好，他们在小组完成的问题上的ISSE和正确率最高。研究结果支持互动学习有助于提高学生的学习能力和自我效能感。
Self-efficacy is critical for academic success. Self-efficacy theory suggests that the social setting and problem format caninfluence self-efficacy. While robust studies assessing students’ self-efficacy and its relation to other academic outcomeshave been undertaken, little is known about the relation between self-efficacy and competence on specific problems andhow problem format and implementation type relate to self-efficacy. 94 conceptual questions in three formats(interpretation, ranking task, and multiple-choice) were developed through an iterative research-based effort. Tenuniversity faculty implemented questions with their students in one of five types (closed-book exam, take-home exam,in-class quiz, homework, and group discussion). In total, 569 individual students responded to 2,006 questions. To captureitem-specific self-efficacy (ISSE), students were asked to rate their confidence immediately after they had answeredindividual questions, on a 10-point scale. It was found that students with similar performance self-reported a wide varianceof self-efficacy and that many student answers lacked correspondence between self-efficacy and performance. Results ofmultivariate analysis of variance (MANOVA) revealed that student performance differed according to question formatand implementation. Students performed best on interpretation questions and they had the highest ISSE and percentagecorrectness for problems completed in groups. The findings support that interactive learning can contribute to studentcompetence and self-efficacy.