Linking Math and Science Self-Efficacy to STEM Achievement for Students With Learning Disabilities

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Promoting STEM Education Through Policy and Practice (Table 33)

Abstract

Students with learning disabilities (SWLDs) and women continue to be underrepresented in STEM despite their abilities to succeed and add much-needed diversity of perspective to the field. In this study, we use the 2009 High School Longitudinal Study to explore how 9th grade math self-efficacy and science self-efficacy relate to STEM achievement, as measured by GPA, for SWLDs in high school. Results from regression analyses indicate a significant relationship between 9th grade math self-efficacy and STEM achievement but not science self-efficacy. Further, growth in both self-efficacy measures between 9th and 11th grade relates significantly with end-of-high-school STEM achievement. There are no differential relationships across genders. Policy implications are discussed.

Authors

• Desmond Myles, The Ohio State University

• Jay Plasman, The Ohio State University