The Individual STEM Student in Context: Idiographic Methods for Understanding Self-Knowledge and Intraindividual Patterns of Self-Efficacy Appraisal

Autor/inn/en	Cervone, Daniel; Mercurio, Lara; Lilley, Carmen
Titel	The Individual STEM Student in Context: Idiographic Methods for Understanding Self-Knowledge and Intraindividual Patterns of Self-Efficacy Appraisal
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1597-1613 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cervone, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000454
Schlagwörter	STEM Education; College Freshmen; Self Concept; Self Efficacy; Coping; Student Attitudes; Beliefs; Student Behavior; Context Effect; Illinois (Chicago) + Suchen Sie Ihr Suchwort? STEM; Studienanfänger; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Bewältigung; Schülerverhalten; Belief; Glaube; Student behaviour
Abstract	This study aimed to identify elements of personal knowledge that were hypothesized to underlie within-person, across-context variations in students' appraisals of self-efficacy for coping with challenges encountered in Science, Technology, Engineering, and Mathematics (STEM) education. Freshman in a college of engineering completed assessments of (a) 4 elements of personal knowledge regarding themselves and their educational resources; (b) their subjective beliefs about links between these 4 personal and social qualities and each of 32 specific educational challenges; and (c) perceived self-efficacy for successfully handling each of the 32 challenges. Individual students' self-efficacy appraisals commonly varied substantially within-person, across contexts. This variability was predictable. Students displayed relatively high (low) self-efficacy within subsets of situations they subjectively linked to positively (negatively) valenced knowledge that they possessed, a finding consistent with the knowledge-and-appraisal model of personality architecture that guided the research. Additional analyses demonstrated that students with similar overall academic self-efficacy scores may display markedly different profiles of self-efficacy appraisal across context. Students' narrative accounts enriched understanding of these profile patterns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01