Sources of math and science self-efficacy in rural Appalachia: A convergent mixed methods study

Usher, Ellen L.; Ford, Calah J.; Li, Caihong R.; Weidner, Brianna L.

doi:10.1016/j.cedpsych.2018.10.003

Cited by 56 publications

(56 citation statements)

References 43 publications

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“…Most research concerning the sources of SE has reported that mastery experiences are a consistent and powerful predictor of SE across academic domains, including science. Nevertheless, the relative influence of the other sources is less clear (Joët et al, ; Usher, Ford, Li, & Weidner, ; reviewed in Usher & Pajares, ).…”

Section: Introductionmentioning

confidence: 99%

Students' self‐efficacy for science in different school systems

Dorfman

Fortus

2019

J Res Sci Teach

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The important role of self-efficacy (SE) in students' motivation, engagement, persistence, and academic achievements has been reconfirmed by ample research, both in general and for STEM disciplines. As most studies focused on traditional school systems, additional research is needed on how science SE develops in different educational environments, which was the goal of this study. Data were collected from 1979 students in Grades 5-9 from 19 traditional, Waldorf, and democratic schools in Israel. Students completed a questionnaire that assessed their science self-efficacy (SSE), general and academic selfefficacy (GASE), and the sources of their SSE: teachers', parents', and peers' social persuasions, vicarious experiences and mastery experiences. Results revealed that SSE and GASE differed in their levels and in the way they changed with grade. These differences, and variations in the roles of the various sources of SSE, appeared to be influenced by the schools' cultures and curricula. Quantitative results are accompanied by verbal illustrative examples from interviews with students and teachers.

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Section: Introductionmentioning

confidence: 99%

Students' self‐efficacy for science in different school systems

Dorfman

Fortus

2019

J Res Sci Teach

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“…A Finnish report found that the self-efficacy of males in science and mathematics was greater than that of females, except in biology (Uitto, 2014). A more recent study that surveyed both middle and high school students found that males had higher self-efficacy than females in science, but not math (Usher et al, 2019).…”

Section: Includes (Inclusion Across the Nation Of Communities Of Learmentioning

confidence: 98%

The Current State of High School Female and Minority Self-efficacy and Interest in STEM in Chatham County, Georgia

Gremillion

Zingales

Baird

et al. 2019

ger

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With the growing demand for science, technology, engineering, and mathematics (STEM) jobs in the U.S., the attainment of college degrees in these areas is of paramount importance. Both federal and state governments have established initiatives to grow the number of STEM degrees earned by women and racial minorities, as these groups graduate in STEM disciplines and work in STEM fields at a lower rate than that of their majority counterparts. The factors that can deter women and underrepresented minorities from pursuing STEM careers have been identified with one of the most prominent being low self-efficacy, or a reduced belief in one's capability of accomplishing a goal or task. This study aimed to assess the current level of self-efficacy of Chatham County, Georgia high school students in the STEM disciplines and their interest in pursuing a STEM career. No difference in the levels of self-efficacy in mathematics and science was reported by females and males; however, males reported significantly higher self-efficacy in engineering and technology compared to females. When asked about the future, females and males reported no difference in interest in a variety of STEM vocations; however, males had a significantly stronger preference for jobs in the areas of physics, computer science, medicine, energy, and engineering compared to females. Race did not influence selfefficacy in the three STEM areas, but interest in careers in the physical sciences was low among underrepresented minority students. Continued implementation of strategies to create and maintain female self-efficacy and interest in STEM, especially in engineering and technology, remains a necessity. While underrepresented minority students appeared to possess self-efficacy in the STEM disciplines during high school, strategies are needed to ensure their successful progression through STEM degree programs and later obtainment of a STEM job.

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“…In addition, the correlational approaches, structural models, causal influence, multidimensionality, and the contextual factors were well tested and studied too (Usher & Pajares, 2008). Recent work by Usher et al (2018) revealed that the sources of self-efficacy remained a strong psychometric property, in the domain of mathematics and science, within studies conducted with the economically disadvantaged population.…”

Section: Sources Of Self-efficacy Studiesmentioning

confidence: 99%

Psychometric Properties of the Sources of Counseling Self Efficacy in a Sample of Malaysian Secondary School Counselors

Ooi

Jaafar

Ang³

et al. 2020

Sage Open

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Self-efficacy has been considered an essential mediator and predictor of individual counseling performance. As there is no existing scale to measure counseling self-efficacy in the counseling domain, the Sources of Middle School Mathematics Self-Efficacy Scale was modified in this study. The purpose of this study is to examine the psychometric properties of the Sources of Counseling Self-Efficacy Scale, Malaysia (SCSE-M) in a sample of 541 Malaysian secondary school counselors. In addition, it aims to also examine the invariance between registered and non-registered counselors. The results reveal that the SCSE-M four-factor model (social persuasion, mastery experience, vicarious learning, and physiological and affective state) has good fit and is appropriate in the domain-specific counseling profession. In terms of validity and reliability, SCSE-M reported good internal consistency and support for configural, metric, and scalar invariance among registered and non-registered counselors. The generalizability of the results should be considered as tentative and limited to public secondary schools’ counselors who were the sample in this study. More research is needed in the other private, international, primary, and tertiary counseling sectors to determine the appropriateness of the SCSE-M for use in the counseling domain in Malaysia.

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Sources of math and science self-efficacy in rural Appalachia: A convergent mixed methods study

Cited by 56 publications

References 43 publications

Students' self‐efficacy for science in different school systems

Students' self‐efficacy for science in different school systems

The Current State of High School Female and Minority Self-efficacy and Interest in STEM in Chatham County, Georgia

Psychometric Properties of the Sources of Counseling Self Efficacy in a Sample of Malaysian Secondary School Counselors

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