Literaturnachweis - Detailanzeige
| Autor/inn/en | DiBenedetto, Maria K.; Bembenutty, Hefer |
|---|---|
| Titel | Within the Pipeline: Self-Regulated Learning, Self-Efficacy, and Socialization among College Students in Science Courses |
| Quelle | In: Learning and Individual Differences, 23 (2013), S.218-224 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1041-6080 |
| DOI | 10.1016/j.lindif.2012.09.015 |
| Schlagwörter | Undergraduate Students; College Science; Science Education; Public Colleges; Self Efficacy; Self Management; Learning Strategies; Science Achievement; Gender Differences; Ethnicity; Socialization; Social Cognition; Social Theories; Delay of Gratification; Grades (Scholastic); Student Surveys; New York |
| Abstract | The present study examined associations between changes in students' science self-efficacy and self-regulated learning strategies and their relation to science achievement. Influences of gender, ethnicity, and childhood and adolescent socialization experiences were also examined. The variables were consistent with Bandura's social cognitive theory, which predicts a triadic model of determinants of behavior. Participants were one hundred thirteen undergraduates enrolled in science courses in large public college in New York. Students were administered two surveys, at the beginning and end of the semester. Results showed that self-efficacy beliefs changed over the course of the semester and that these changes positively predicted final course grades after controlling for gender, mother's educational level, and ethnicity. Males' childhood and adolescent science experiences were correlated with delay of gratification while for females these experiences correlated with final term grades. (Contains 5 tables and 1 figure.) (As Provided). |
| Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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