Exploring diverse students' trends in chemistry self-efficacy throughout a semester of college-level preparatory chemistry

Villafañe, Sachel M.; Garcia, C. Alicia; Lewis, Jennifer E.

doi:10.1039/c3rp00141e

Cited by 57 publications

(97 citation statements)

References 52 publications

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“…At the secondary school level, science in general and chemistry in particular have both been continually described as being challenging and difficult subjects among students, as contended by Stuckey et al (2013), Thomas and McRobbie (2013) and Villafañe et al (2014). Nevertheless, introductory college-level chemistry courses are a requirement for students on many degree courses (Xu et al, 2013;Ferrell and Barbera, 2015).…”

Section: Introductionmentioning

confidence: 98%

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

González

Paoloni

2015

Chem. Educ. Res. Pract.

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Research in chemistry education has highlighted a number of variables that predict learning and performance, such as teacher-student interactions, academic motivation and metacognition. Most of this chemistry research has examined these variables by identifying dyadic relationships through bivariate correlations. The main purpose of this study was to simultaneously investigate students' perceptions of teacher-student interactions (autonomy support), motivation (expectancy, importance, utility and interest), metacognitive strategies for problem solving (planning, monitoring and evaluation), and performance in chemistry.Measures were collected from 503 Spanish undergraduates (53.13% females) aged 18 to 36 years. Structural equation modeling (SEM) tested the hypothesized direct and mediated relations between these variables. First, confirmatory factor analysis (CFA) provided evidence of the robustness of the evaluation instruments. Second, perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; motivational variables positively predicted metacognitive strategies and performance; and metacognitive strategies positively predicted performance. Moreover, all hypothesized mediated effects between variables were also supported.We conclude discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education.

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Section: Introductionmentioning

confidence: 98%

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

González

Paoloni

2015

Chem. Educ. Res. Pract.

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“…Studies on academic self-efficacy with first year students in other STEM disciplines have also shown that men hold higher self-efficacy than women. In a study that tracked self-efficacy in a first year chemistry course for mixedscience majors at a single institution, researchers found that the gender gap in self-efficacy was mediated by a race by gender interaction: no gap was present between male and female students who were black or white, but there was a significant gap between Asian American and Latina(o) males and females, which decreased over the term [61]. This study is of note as it was the only study in our sample that included prior academic achievement as a control in their model when predicting self-efficacy.…”

Section: Self-efficacymentioning

confidence: 99%

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

Eddy

Brownell²

2016

Phys. Rev. Phys. Educ. Res.

174

155

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[This paper is part of the Focused Collection on Gender in Physics.] This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college STEM on measures that have been correlated with retention. These include disparities in academic performance, engagement, self-efficacy, belonging, and identity. We argue that observable factors such as persistence, performance, and engagement can inform researchers about what populations are disadvantaged in a STEM classroom or program, but we need to measure underlying mechanisms to understand how these inequalities arise. We present a framework that helps connect larger sociocultural factors, including stereotypes and gendered socialization, to student affect and observable behaviors in STEM contexts. We highlight four mechanisms that demonstrate how sociocultural factors could impact women in STEM classrooms and majors. We end with a set of recommendations for how we can more holistically evaluate the experiences of women in STEM to help mitigate the underlying inequities instead of applying a quick fix.

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“…To date, science self-efficacy research has been mostly organized within disciplinary "pockets," in which researchers create and apply domain/field-specific assessment tools in examining self-efficacy within tightly defined disciplinary knowledge and skill sets (e.g., Chemers et al, 2011;Dalgety & Coll, 2006;Hiller & Kitsantas, 2016;Kardash, 2000). Findings from these studies parallel the broader academic self-efficacy literature, confirming the relationship between students' science-specific efficacy beliefs and their success in grade school and college-level science courses and programs (Britner & Pajares, 2006;Chemers et al, 2011;Dorfman & Fortus, 2019;Fencl & Scheel, 2005;Trujillo & Tanner, 2014;Villafañe et al, 2014;Zusho, Pintrich, & Coppola, 2003). This literature also speaks to the potential sources of science efficacy and the related instructional practices (Crippen & Earl, 2007;Gwilliam & Betz, 2001;Kardash, 2000;Kurbanoglu & Akim, 2010;Lent, Lopez, Brown, & Gore, 1996;Robnett et al, 2015;Usher & Pajares, 2008;Usher, Ford, Li, & Weidner, 2019) that might scaffold success, particularly for students from groups who are under-represented in STEM fields (Ainscough et al, 2016;Ballen et al, 2017;Chemers et al, 2011;Lindstrøm & Sharma, 2011;Talsma, Schüz, & Norris, 2019;Villafañe et al, 2014).…”

Section: Self-efficacy In Science Educationmentioning

confidence: 73%

“…These authors argue for greater attention to motivational and affective factors, such as efficacy, in supporting student success in biology and related subjects, and point to the value of monitoring students' "biological literacy" efficacy as a means of providing support and/or remediation. Ainscough et al (2016) additionally note the differential level of self-reported confidence for women and under-represented minority students in science (see also Debacker & Nelson, 2000;Rittmayer & Beier, 2008;Robbins et al, 2004;Schunk & Pajares, 2002;Usher & Pajares, 2009), an issue, they suggest, that needs attention as part of continued efforts to address the under-representation of women and students of color in STEM fields (Ong, Smith, & Ko, 2017;Villafañe et al, 2014).…”

Section: Self-efficacy In Science Educationmentioning

confidence: 99%

“…Much of the research on science‐specific self‐efficacy has emerged within traditional science education spaces, motivated largely by the need to strengthen pedagogy and by the challenge of expanding and diversifying the field (Ballen et al, ; Chemers et al, ; Villafañe, Garcia, & Lewis, ). However, despite the increasing recognition of the importance of science literacy as a central component of undergraduate education (Gormally, Brickman, Hallar, & Armstrong, ; Meinwald & Hildebrand, ), less is known about the role of science self‐efficacy in general education environments.…”

Section: Introductionmentioning

confidence: 99%

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“I'm just not that great at science”: Science self‐efficacy in arts and communication students

et al. 2019

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Research in science education confirms the importance of self‐efficacy in students' persistence and success in the sciences. The current study examined the role of science self‐efficacy in nonspecialist, arts and communication‐oriented students encountering science in a general education context. Participants (N = 275) completed a beginning‐ and end‐of‐semester survey including a Science Self‐Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open‐ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self‐efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self‐efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self‐efficacy, and achieved similar grades to their White/Non‐Hispanic and US resident classmates. Contrary to expectations, science self‐efficacy did not predict performance in the class. However, students' self‐reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student‐centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self‐efficacy and student success in this unique, general education science environment.

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Exploring diverse students' trends in chemistry self-efficacy throughout a semester of college-level preparatory chemistry

Cited by 57 publications

References 52 publications

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

“I'm just not that great at science”: Science self‐efficacy in arts and communication students

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