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Predicting Graduation: The Role of Mathematics/Science Self-Efficacy

Larson, Lisa M ; Pesch, Kathryn M ; Surapaneni, Spurty ; Bonitz, Verena S ; Wu, Tsui-Feng ; Werbel, James D

Iowa State University Digital Repository 2014

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  • Título:
    Predicting Graduation: The Role of Mathematics/Science Self-Efficacy
  • Autor: Larson, Lisa M ; Pesch, Kathryn M ; Surapaneni, Spurty ; Bonitz, Verena S ; Wu, Tsui-Feng ; Werbel, James D
  • Assuntos: apitude ; Educational Psychology ; graduation status ; Industrial and Organizational Psychology ; longintudinal study ; management ; mathematics/science self-efficacy ; persistence ; prior performance ; Psychology ; retention ; Science and Mathematics Education
  • Notas: Psychology Publications
  • Descrição: Self-efficacy in the mathematics/science domain is conceptualized as partially determining whether science, technology, engineering, and mathematics (STEM) students would persist toward reaching important milestones like graduating with a bachelor’s degree. The authors conducted a longitudinal study to examine if mathematics/science self-efficacy would significantly predict graduation status 4 to 8 years later after high school academic performance and mathematics aptitude were controlled in a university sample of introductory science students. Moreover, they looked at whether mathematics/science self-efficacy would significantly predict graduation status 4 to 8 years later after first semester grade point average (GPA) was controlled in addition to prior performance and aptitude. The sample consisted of 211 university students who graduated with a bachelor’s degree and 69 university students who did not graduate with a bachelor’s degree. The authors reported that mathematics/science self-efficacy significantly predicted graduation status 4 to 8 years later after controlling for prior performance and aptitude. The addition of mathematics/science self-efficacy improved the accuracy of identifying which participants dropped out before graduation by 4.4% in this sample. When first semester GPA was included in the control variables, the incremental contribution of mathematics/science self-efficacy to the prediction of retention status was null as expected. Findings are related to theory and prior research.
  • Editor: Iowa State University Digital Repository
  • Data de criação/publicação: 2014
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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