Meeting Students Halfway: Increasing Self-Efficacy and Promoting Knowledge Change in Astronomy

Autor/inn/en	Bailey, Janelle M.; Lombardi, Doug; Cordova, Jacqueline R.; Sinatra, Gale M.
Titel	Meeting Students Halfway: Increasing Self-Efficacy and Promoting Knowledge Change in Astronomy
Quelle	In: Physical Review Physics Education Research, 13 (2017) 2, S.020140-1 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Astronomy; Self Efficacy; Science Instruction; Student Interests; Measures (Individuals); College Science; Introductory Courses; Undergraduate Students; Student Surveys; Multiple Regression Analysis; Pretests Posttests; College Faculty; Statistical Analysis; Multivariate Analysis; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Astronomie; Self-efficacy; Selbstwirksamkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studieninteresse; Messdaten; Einführungskurs; Schülerbefragung; Fakultät; Statistische Analyse; Multivariate Analyse; Qualitative Forschung
Abstract	Two motivational factors--self-efficacy and interest--may be especially relevant to deepening students' understanding of astronomy. We examined the relationship between students' self-efficacy for, interest in learning about, and changes in their knowledge of stars, as measured by the Star Properties Concept Inventory (SPCI). Approximately 700 undergraduate students taking introductory astronomy responded to surveys at the start and end of their semester-long course. A sequential multiple regression analysis showed that self-efficacy post explains an appreciable percentage of variance in SPCI posttest scores, more than twice the percentage explained by all the pretest variables (SPCI, self-efficacy, and interest) combined. Knowledge and self-efficacy improved significantly over instruction; interest did not. Follow-up analyses revealed that instructors whose classes increased in self-efficacy also had the greatest increases in knowledge scores. Interviews with these instructors suggest they provide their students with more opportunities for mastery experiences with elaborated, performance-related feedback, as well as strong positive verbal persuasion and vicarious experiences through peer instruction. Through increased understanding of the relationship between motivational constructs (e.g., self-efficacy, interest) and knowledge, we can both improve our models and better inform instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01