Student Self-Efficacy as a Buffer against Maladaptive Regret in Early Engineering Courses

Autor/inn/en	Kim, Woo; Johnson, Brielle; Blue, Jennifer; Summerville, Amy; Johnson, Brian
Titel	Student Self-Efficacy as a Buffer against Maladaptive Regret in Early Engineering Courses
Quelle	In: Education, 142 (2022) 4, S.174-187 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Self Efficacy; Anxiety; Engineering Education; Introductory Courses; College Faculty; Psychological Patterns; Cognitive Processes; Affective Behavior + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Angst; Ingenieurausbildung; Einführungskurs; Fakultät; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung
Abstract	STEM students often struggle in their first-year fundamental courses. Negative psychological states after the first exam in those courses can serve as either a source of demotivation or motivation throughout the semester. We examined how self-efficacy altered the effect of regret about their first exam on course performance. Using a longitudinal study of students enrolled in early courses that engineering majors take in their first semester, we measured cognitive and affective regret about their first exam, both right after that first exam and a month later, and self-efficacy before the first exam. We found that regret right after the exam did not predict course grade. However, affective regret a month later reduced course grade, controlling for first exam grade. In addition, self-efficacy buffered that effect; students with high self-efficacy did not have their course grade affected by regret whereas those with low self-efficacy showed declines in their course grade due to regret. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01