Exploring the relationship between self‐efficacy and retention in introductory physics

Abstract

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

Identifying events that impact self-efficacy in physics learning

“…Additionally, researchers have found that self-efficacy can predict achievement in science for high school students [24,25] and university students [8][9][10][11][12]. At Florida International University, an hispanic-serving institution in the southeastern United States, we have also found that a student's self-efficacy in physics at the beginning of an introductory physics course predicts the likelihood of a student passing that same course [26]. Further, in our reformed introductory physics classroom centered on Modeling Instruction, we find that students' physics self-efficacy is positively impacted after one semester of the course [20].…”

“…Jessica and Lisa work together, checking that the proposed velocity-time graph is consistent with the horizontal line they have drawn for the acceleration-time graph (turns [18][19][20][21][22]. At the end of the episode we see Gina attempting to use the velocity information to find displacement using the area under the velocity-time graph (turns [26][27][28][29][30][31].…”

“…When we extend this segment we also see a social persuasion opportunity unfolding for Gina in the final lines of the segment (turns [23][24][25][26][27][28][29][30][31][32][33]. She may remember Lisa's interruption later and judge her ability to write the expression for displacement from an area under the curve based upon this experience.…”

Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence

“…Self-efficacy is the belief about one's capability to succeed on a particular task or in a specific situation. Research shows that apart from students' prior knowledge and skills, higher self-efficacy is positively correlated with expected grades in physics, enrollment in STEM courses, and career choices in STEM [6].…”

Evaluating Student Growth in High School Science Education Through the Lens of Science Identity

“…Males and females construct self-efficacy in science differently. Bandura's description of self-efficacy details the complexity of self-efficacy development (Sawtelle, Brewe, & Kramer, 2012).…”