Sources of Self-Efficacy Influencing Academic Performance of Engineering Students
Sources of Self-Efficacy Influencing Academic Performance of Engineering Students
复制标题
影响工科学生学业成绩的自我效能感来源
DOI：
10.12691/education-1-3-4
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Choy
中科院分区：
文献类型：
--
作者：
C. W. Loo;J. Choy
本研究探讨了自我效能感的四个假设来源（掌握经验、替代经验、社会说服、情绪唤起）与学业成绩的相关性，以及对影响学业成绩的主要自我效能感来源的预测。采用40个项目的问卷调查法，对178名工科三年级学生进行了数学自我效能感的测量。学术表现，其中包括数学模块成绩和累积平均成绩（GPA）的分数，进行了整理。本研究结果显示，自我效能来源与数学成绩以及电子相关工程文凭的累积GPA相关。更重要的是，掌握经验被发现是数学和相关工程模块的学术成就的主要预测。最后，本研究提出建议，以协助课程开发者进行教学设计，进而提升学生的工程学业表现。
This study examined (a) the correlation of the four hypothesized sources of self-efficacy (mastery experience, vicarious experience, social persuasion, emotional arousal) with academic performance, and (b) the prediction of the main source of self-efficacy that affects academic performance. A 40-item survey measuring sources of mathematics self-efficacy was administered to 178 third-year engineering students. Academic performance, which includes mathematics module grades and cumulative grade point average (GPA) scores, were collated. The results of the present study showed that self-efficacy sources were correlated with mathematics achievement scores as well as cumulative GPA of electronics-related engineering diplomas. More importantly, mastery experience was found to be the main predictor for academic achievements of mathematics and related engineering modules. Finally, suggestions are offered to help curriculum developers in instructional design so as to improve students’ engineering academic performance.