Better Self-Efficacy Measurement in Research-to-Practice Settings: Interpretation and Recommendations

• In Event: Applications and Approaches to Bridging Research With Practice

Abstract

We report on two studies designed to consider the viewpoints of both students and teachers toward self-efficacy in research-practice partnerships. We conducted a case study of seventh graders who participated in an invention project. Students rated their self-efficacy for invention and explained their ratings. Feedback aided students’ reasoning, though discrepancies remained between students’ ratings and explanations. We interviewed three education researchers who are also experienced STEM teachers. Researcher/teachers reflected on students’ self-efficacy, noting many influences that can cause student self-efficacy to vary, including context, differences between teacher expectations and student understanding of teacher expectations, and the challenge of transferring knowledge between contexts. Results of both studies can help inform future interpretation of self-efficacy measures in research-practice partnerships.

Authors

• Amy R Semerjian, Boston College

• Catherine E. Cullicott, Arizona State University

• David W. Jackson, Boston College