Factors Influencing the Evolution of Self-Efficacy in College Science Classes

• In Event: Teaching and Learning in STEM

Abstract

This work investigated the time evolution of a student’s self-efficacy through a two-class introductory physics course sequence. The time evolution was extracted using latent growth curve modeling with both academic achievement measures and personality facets as independent variables. Self-efficacy was measured with the Motivated Strategies for Learning Questionnaire at four separate time points in two classes. Personality was measured with the Big Five Inventory. Women reported lower self-efficacy toward the classes at all points, a small effect. The time evolution of self-efficacy changed little correcting for academic achievement but was dramatically affected by personality. Controlling for the personality facets conscientiousness and neuroticism, the self-efficacy of women changed little through the two-course sequence while the self-efficacy of men consistently increased.

Authors

• Dona Sachini Hasanjalie Hewagallage, West Virginia University

• John C. Stewart, West Virginia University