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Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses.
- Source :
-
International Journal of Science Education . Sep2018, Vol. 40 Issue 13, p1587-1605. 19p. - Publication Year :
- 2018
-
Abstract
- 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 self-efficacy. 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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 09500693
- Volume :
- 40
- Issue :
- 13
- Database :
- Academic Search Index
- Journal :
- International Journal of Science Education
- Publication Type :
- Academic Journal
- Accession number :
- 131718905
- Full Text :
- https://doi.org/10.1080/09500693.2018.1488088