Source of Self-Efficacy for First-Year College Students Based on Gender and Prior Knowledge

Abstract

Self-efficacy has important role in determining the success and adjustment of first-year college students, including college students in study programs of mathematics education. The purpose of this study is to analyze the source of self-efficacy of first-year college students based on gender and prior knowledge. The research method used is descriptive. The study sample consisted of 68 students enrolled in calculus lectures and 58 students enrolled in algebra lectures. Other researchers have tested instrument of self-efficacy for there students. This study finds that a source of self-efficacy of first-year college students, namely vicarious experience and mastery experience affects more male and female students. Vicarious experience is the most dominant source of self-efficacy for each category of prior knowledge.

Study Based on the Early Mathematical Ability of Elementary Student Self-efficacy through the Concrete-Pictorial-Abstract Approach

“…They have the same low SE because they tend to get bored quickly with multi-stage guidance. The students prefer conventional learning which directly refers to the abstraction process, as well as the development of their social experiences that always dare to discuss with friends or teachers about the lessons they have mastered or directly provide evidence, as this can be seen in Figure 7 where students with high and moderate EMA have the courage to prove the components of the rectangular prism: Based on the findings on the SE indicator, it was found that the aspect where the best achievement occurred appeared in aspect 4, namely the psychological index which was detailed in statements 16,17,18,19,20,21,22,23, and 24, whereas the aspect experiencing the worst achievement appears in aspect 1, namely personal experience in detail occurs in statements 1,2, 3, 4, and 5. Thus, personal experience is not a factor that greatly affects student SE, especially in students with high and moderate EMA groups who have excellent personal experience with prior knowledge.…”

“…This process stimulates students to understand the competencies of friends and generate SE through the persuasion of the teacher through the greeting and experiences of a friend's success. The study said that representative experience was the dominant factor of SE in each of the students' initial ability criteria [23]. Based on this description, the CPA approach is considered to increase student self-efficacy due to CPA that can create more meaningful learning for students through its concrete and pictorial phases.…”