The Role of Personality and Self-Efficacy in Achievement in Science Classes

• In Event: 44.084 - Roundtable Session 18
  In Roundtable Session: 44.084-16 - Student Resiliency and Agency in STEM

Abstract

The relationship between general science and mathematics self-efficacy, self-efficacy toward a specific class (physics), and personality as measured by the Big Five Inventory was examined. Personality explained 15-17% of the variance in self-efficacy with the conscientiousness facet the most important predictor of self-efficacy. Female students’ physics self-efficacy was more strongly influenced by test scores than male students with male students reporting one-quarter point higher self-efficacy on a five-point scale correcting for their test average. General science self-efficacy mediated this effect for all students, but more strongly for male students. Personality failed to explain either the stronger response of female students to test scores or the stronger mediation effect of general self-efficacy for male students.

Authors

• Rachel Henderson, West Virginia University

• John C Stewart, West Virginia University

• Lynnette Michaluk, West Virginia University

• Cheryl Murphy, University of Arkansas