The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics

Dou, Remy

doi:10.25148/etd.fidc001742

Cited by 2 publications

(3 citation statements)

References 49 publications

(83 reference statements)

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“…With regard to the SOSESC-P, past studies have set precedence for reliably using this instrument to measure overall self-efficacy in introductory physics contexts (e.g. Fencl & Scheel, 2004;Trujillo & Tanner, 2014), and confirmatory factor analysis of its items has affirmed its use as a general self-efficacy measure (Dou, 2017). Nevertheless, we present this as a possible limitation of our study.…”

Section: Physics Self-efficacymentioning

confidence: 82%

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Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses

Dou

Brewe

Potvin

et al. 2018

International Journal of Science Education

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Modeling Instruction (MI), an active-learning introductory physics curriculum, has been shown to improve student academic success. Peer-to-peer interactions play a salient role in the MI classroom. Their impact on student interest and self-efficacy -preeminent constructs of various career theories -has not been thoroughly explored. Our examination of three undergraduate MI courses (N = 221) revealed a decrease in students' physics self-efficacy, physics interest, and general science interest. We found a positive link from physics interest to self-efficacy, and a negative relationship between science interest and self-efficacy. We tested structural equation models confirming that student interactions make positive contributions to selfefficacy. This study frames students' classroom interactions within broader career theory frameworks and suggests nuanced considerations regarding interest and self-efficacy constructs in the context of undergraduate active-learning science courses.

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Section: Physics Self-efficacymentioning

confidence: 82%

“…Much of this manuscript is based on the first author's Ph.D. thesis whose development was supported by the coauthors (Dou, 2017). We would like to thank the discipline-based education researchers associated with the STEM Transformation Institute led by Dr. Laird Kramer at Florida International University.…”

Section: Acknowledgementsmentioning

confidence: 98%

Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses

Dou

Brewe

Potvin

et al. 2018

International Journal of Science Education

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“…This interpretation assumes that the student is exercising agency in their interactions, listing peers they purposefully sought after. Overall trends in network data from this and similar physics classrooms suggest this to be the case [54,55]. The other possible interpretation does not necessarily imply a form of student agency, but rather considers student perception instead.…”

Section: Discussionmentioning

confidence: 77%

Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting

Dou

Zwolak

2019

Phys. Rev. Phys. Educ. Res.

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The application of social network analysis (SNA) has recently grown prevalent in science, technology, engineering, and mathematics education research. Research on classroom networks has led to greater understandings of student persistence in physics majors, changes in their career-related beliefs (e.g., physics interest), and their academic success. In this paper, we aim to provide a practitioner's guide to carrying out research using SNA, including how to develop data collection instruments, setup protocols for gathering data, as well as identify network methodologies relevant to a wide range of research questions beyond what one might find in a typical primer. We illustrate these techniques using student anxiety data from active-learning physics classrooms. We explore the relationship between students' physics anxiety and the social networks they participate in throughout the course of a semester. We find that students' with greater numbers of outgoing interactions are more likely to experience negative anxiety shifts even while we control for pre anxiety, gender, and final course grade. We also explore the evolution of student networks and find that the second half of the semester is a critical period for participating in interactions associated with decreased physics anxiety. Our study further supports the benefits of dynamic group formation strategies that give students an opportunity to interact with as many peers as possible throughout a semester. To complement our guide to SNA in education research, we also provide a set of tools for letting other researchers use this approach in their work -the SNA toolbox -that can be accessed on GitHub.

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The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics

Cited by 2 publications

References 49 publications

Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses

Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses

Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting

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