Perceptions of Self-Efficacy among STEM Students with Disabilities.
Perceptions of Self-Efficacy among STEM Students with Disabilities.
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残疾 STEM 学生对自我效能的看法。
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
K. Duffy
中科院分区：
文献类型：
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作者：
R. Jenson;A. Petri;Arden Day;K. Truman;K. Duffy
许多研究调查了大专学生自我效能感与积极成果之间的关系。总的来说，他们认为自我效能感是积极结果的重要组成部分。相对较少的研究关注STEM专业的残疾学生。20名残障大学生参与了班杜拉提出的自我效能感的关键因素：掌握体验、替代体验、社会说服和生理反应的焦点小组。通过将参与者反应装置（通常称为“点击器”）与传统的定性方法相结合，学生们提供了他们的个人观点，并对集体反应做出了反应。研究中出现了几个交叉主题。教师为学习定下基调，从而对信心、动力、焦虑和压力以及最终的成功产生重大影响。应用学习很重要，尤其是在团队环境中。学生的自我意识影响着他或她对自我效能的认知。研究结果为设计支持服务和测量这一人群的自我效能提供了见解。
Numerous studies examine the relationship between self-efficacy and positive outcomes for postsecondary students. Collectively they echo that self-efficacy is an essential component to positive outcomes. Relatively few studies focused on students with disabilities majoring in STEM fields. Twenty postsecondary students with disabilities participated in focus groups organized around Bandura’s key factors leading to self-efficacy: mastery experiences, vicarious experiences, social persuasion, and physiological reaction. By pairing participant-response devices, commonly known as “clickers,” with traditional qualitative methods, students provided their individual perspectives as well as reacted to collective responses. Several cross-cutting themes emerged from the study. Instructors set the tone for learning and consequently highly influence confidence, motivation, anxiety and stress, and ultimately success. Applied learning is important, especially in team settings. A student’s sense of self influences his or her perceptions of self-efficacy. The results offer insight into designing support services and measuring self-efficacy with this population.