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| Autor/in | Starr, Lisa Anne |
|---|---|
| Titel | Comparison of Mathematics Self-Efficacy in Female STEM Undergraduate Students by Ethnicity and Academic Levels |
| Quelle | (2022), (183 Seiten)
PDF als Volltext Ed.D. Dissertation, Grand Canyon University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4387-1825-3 |
| Schlagwörter | Hochschulschrift; Dissertation; STEM Education; Mathematics Skills; Self Efficacy; Females; Ethnicity; Undergraduate Students; Mathematics Anxiety; Student Attitudes; African American Students; White Students; Questionnaires; Comparative Analysis; Virginia |
| Abstract | The purpose of this quantitative comparative study was to identify if and to what extent average mathematics self-efficacy is different in college STEM female students in Virginia by ethnicity and academic level and whether ethnicity-academic level interaction has effect on mathematics self-efficacy. This study was guided by self-efficacy theory, intersectionality theory, and the model of domain learning as a conceptual framework. The participants in the study were 123 students from two universities in Virginia. Thirteen items measuring mathematics self-efficacy from the Mathematics Self-Efficacy and Anxiety Questionnaire were used to measure mathematics self-efficacy. The study also collected data on ethnicity (African American vs. White) and academic level (high level vs. low level). The three research questions explored were: (a) whether mathematics self efficacy differed by ethnicity, (b) whether mathematics self-efficacy differed by academic level, and (c) whether ethnicity and academic level had interaction effect on mathematics self-efficacy. The first two questions were addressed using two one-way ANOVAs, and the third question was addressed using a two-way ANOVA. The results of the study suggested that there was no statistically significant difference in mathematics self-efficacy by ethnicity (F[subscript (1, 121)] = 2.153, p = 0.145) and by academic level (F[subscript (1, 121)] = 0.073, p = 0.787). Additionally, the results of the study suggested that there was no statistically significant interaction effect of ethnicity and academic level on mathematics self-efficacy (F[subscript (3, 119)] = 0.733, p = 0.535, partial [eta squared] = 0.018). The implications of the study and recommendations for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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