Three critical issues that shape and complicate STEM self-efficacy intervention research: Reflections and analysis from an interdisciplinary research team

Stephanie J. Sedberry, Ian D. Beatty, W. Gerace, Maha A. Elobeid, Jason E. Strickhouser
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Abstract

A student’s academic self-efficacy is a variable that predicts student achievement and persistence in STEM, and substantial research has focused on developing and testing interventions to increase STEM self-efficacy. Results have been inconsistent: Some efforts produced desired outcomes while others show weak or null effects. What factors affect whether a self-efficacy intervention is successful? Based on our experiences with an NSF-funded project that developed and tested a classroom-based self-efficacy intervention in university Physics courses, we identify three critical research issues that shape and complicate STEM student self-efficacy research, ground them in the literature, and illustrate them in practice. They are: (1) defining and measuring self-efficacy, (2) accounting for context, and (3) understanding related psychosocial factors. We conclude with implications for future research.
塑造和复杂化STEM自我效能干预研究的三个关键问题:来自跨学科研究团队的反思和分析
学生的学业自我效能感是一个变量,可以预测学生在STEM领域的成绩和持久性,大量研究都集中在开发和测试提高STEM自我效能感的干预措施上。结果是不一致的:一些努力产生了预期的结果,而另一些则显示出微弱或无效的效果。什么因素影响自我效能干预是否成功?根据我们在美国国家科学基金会资助的一个项目中的经验,该项目开发并测试了在大学物理课程中基于课堂的自我效能干预,我们确定了三个关键的研究问题,这些问题影响了STEM学生自我效能的研究,并使其复杂化,并在文献中加以阐述,并在实践中加以说明。它们是:(1)定义和测量自我效能;(2)考虑情境;(3)理解相关的社会心理因素。最后,我们提出了对未来研究的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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