Profiles of the Sources of Science Self-Efficacy

• In Event: Motivation and Learning in STEM

Abstract

The present study addressed three issues that pertain to the ways in which students form their perceptions of efficacy in science. The author sought to: (1) explore whether there are subpopulations of middle school and high school students (n=1225) that arise when grouped by the four hypothesized sources of self-efficacy; (2) examine whether there are group differences among these latent groups based on gender, grade level, and gifted status; and (3) explore whether students’ beliefs about the plasticity of their science ability were related to latent group membership. Four latent groups emerged, which exhibited differences in science self-efficacy and achievement. These groups also differed as a function of grade level, gifted status, and implicit theory of ability.

Author

• Jason A. Chen, The College of William and Mary