Reciprocal effects between self-efficacy and achievement in mathematics and reading

Schöber, Christian; Schütte, Kerstin; Köller, Olaf; McElvany, Nele; Gebauer, M.

doi:10.1016/j.lindif.2018.01.008

Cited by 100 publications

(98 citation statements)

References 44 publications

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“…The observed improvement in science self-efficacy over the course of the semester confirms Bandura's (1997) broad conception of efficacy beliefs as essentially malleable (Colquitt, LePine, & Noe, 2000;Gist & Mitchell, 1992;Schöber et al, 2018) and, as such, influenced by events and experiences in the learning environment (Britner & Pajares, 2006;Honicke & Broadbent, 2016). The findings are also in line with the shifts in science self-efficacy demonstrated in more traditional science environments.…”

Section: Discussionsupporting

confidence: 74%

“…The findings are also in line with the shifts in science self‐efficacy demonstrated in more traditional science environments. Ainscough et al (), for example, noted the development of science self‐efficacy over a one‐semester undergraduate biology course, and Dalgety and Coll () reported increases in efficacy in undergraduate chemistry as a result of what they describe as the cyclical relationship among mastery experiences, feedback, and exposure to science (see also Robnett et al, ; Schöber et al, ; Usher & Pajares, ).…”

Section: Discussionmentioning

confidence: 99%

“…The findings are also in line with the shifts in science self-efficacy demonstrated in more traditional science environments. Ainscough et al (2016), for example, noted the development of science self-efficacy over a one-semester undergraduate biology course, and Dalgety and Coll (2006) reported increases in efficacy in undergraduate chemistry as a result of what they describe as the cyclical relationship among mastery experiences, feedback, and exposure to science (see also Robnett et al, 2015;Schöber et al, 2018;Usher & Pajares, 2009). The parallel increase in inclusion of science in self scores was also consistent with the expectation that increases in science self-efficacy would be associated with increases in students' sense of identity or connection with, rather than disengagement from, science (Chemers et al, 2011;Trujillo & Tanner, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Although findings are not unequivocal, the positive relationship between science self-efficacy and student performance, science identity, and major/career choice and direction is well-documented across the disciplines of mathematics, physics, chemistry, and biology (Britner & Pajares, 2006). Hackett (1985), for example, found that students' beliefs in their math skills, often in the face of evidence to the contrary, were more predictive of their decision to major in mathematics than their gender, ACT math score, or years of high school math (see also Lent et al, 1996;Schöber, Schutte, Köller, McElvany, & Gebauer, 2018;Usher & Pajares, 2009). Hackett and Betz (1989) also confirmed the "superiority of mathematics self-efficacy over mathematics performance and achievement variables in predicting the choice of a mathematics-related major" (p. 261).…”

Section: Self-efficacy In Science Educationmentioning

confidence: 99%

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“I'm just not that great at science”: Science self‐efficacy in arts and communication students

et al. 2019

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Research in science education confirms the importance of self‐efficacy in students' persistence and success in the sciences. The current study examined the role of science self‐efficacy in nonspecialist, arts and communication‐oriented students encountering science in a general education context. Participants (N = 275) completed a beginning‐ and end‐of‐semester survey including a Science Self‐Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open‐ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self‐efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self‐efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self‐efficacy, and achieved similar grades to their White/Non‐Hispanic and US resident classmates. Contrary to expectations, science self‐efficacy did not predict performance in the class. However, students' self‐reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student‐centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self‐efficacy and student success in this unique, general education science environment.

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Section: Discussionsupporting

confidence: 74%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Self-efficacy In Science Educationmentioning

confidence: 99%

See 2 more Smart Citations

“I'm just not that great at science”: Science self‐efficacy in arts and communication students

et al. 2019

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“…argued that successful task completion will foster students' empowerment, of which perceived meaningfulness is one of its key ingredients. Students will be further motivated to create as they recognize the benefits towards their own personal development (Kong, Wang, & Lai, 2019;Schöber, Schütte, Köller, McElvany, & Gebauer, 2018). This type of motivation is called "identified regulation" (Ryan & Deci, 2017) which implies students' internalized experiences of meaningfulness.…”

Section: Robotics Creation ➔ Extending Interestmentioning

confidence: 99%

Nurture interest-driven creators in programmable robotics education: an empirical investigation in primary school settings

Kong

Wang

2019

RPTEL

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In response to the call from the founders of the Interest-Driven Creator (IDC) theory, this study aimed to explore the relationship of the interest loop with creativity in the context of robotics education. Specifically, we designed a programmable robotics course for primary school students. We attempted to explore in detail how interest loop, i.e., triggering interest, immersing interest, and extending interest, exerts influences on students' robotics creation. Eight hundred one online questionnaires were collected from students who participated in our designed programmable robotics activities. Confirmatory factor analysis (CFA) was first used for validation of each study variable, and results suggested a good fit of the study variables in terms of convergent and discriminant validity. Then, structural equation modeling (SEM) was conducted for examining the potential relationships between them, and results indicated significant and positive paths from triggering interest to immersing interest, and from immersing interest to extending interest, suggesting the valid theoretical proposition of interest loop of IDC theory. In addition, immersing interest is positively related to robotics creation, which in turn increases the chance of extending interest. Our findings suggested the importance of raising students' interest in robotics learning such that young students can become life-long interestdriven creators. Implications of the study were discussed at the end of the paper.

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On the Causal Relation of Academic Achievement and Intrinsic Motivation

Li¹,

Wiedermann²

2020

Direction Dependence in Statistical Modeling

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Reciprocal effects between self-efficacy and achievement in mathematics and reading

Cited by 100 publications

References 44 publications

“I'm just not that great at science”: Science self‐efficacy in arts and communication students

“I'm just not that great at science”: Science self‐efficacy in arts and communication students

Nurture interest-driven creators in programmable robotics education: an empirical investigation in primary school settings

On the Causal Relation of Academic Achievement and Intrinsic Motivation

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