The Dynamics of Self-Efficacy and Anxiety in Biology Courses: A Parallel Latent Growth Curve Model

• In Event: Motivation in Education SIG Poster Session: The Role of Students' and Teachers' Competence Beliefs and Value Beliefs

Abstract

Control-value theory assumes a reciprocal relationship between emotions and control-value appraisals. Self-efficacy theory suggests that an individual's appraisals of capabilities in performing tasks generally determine anxiety. This study aims at examining 1) the dynamic patterns of course-related anxiety and self-efficacy in college biology courses across a semester, 2) the relationships between those dynamic patterns, and 3) how such dynamics affect students’ academic achievement. Results suggest that when there was a decrease in self-efficacy, at the same time there was an increase in anxiety. While students (N=356) experienced a decrease in self-efficacy, the increase in the rate of self-efficacy has positive influence on exam scores. Findings provide practical implications on the regulation and development of academic emotion and motivation.

Authors

• Xing Huang, University of Florida

• Matthew L. Bernacki, University of North Carolina Chapel Hill

• Wonjoon Hong, University of Nevada - Las Vegas