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Dissertation/Thesis Abstract

Developing and supporting self-efficacy in physics undergraduates at California State University, Long Beach
by Duitsman, Brooke Erin, M.S., California State University, Long Beach, 2016, 99; 10147309
Abstract (Summary)

Self-efficacy is regarded as a significant predictor of academic success. This study examines the development of self-efficacy in upper-division physics majors within the Physics 310 - Analytic Mechanics course at California State University, Long Beach during the fall semester of 2015. The Sources of Self-Efficacy in Science Courses - Physics (SOSESC-P), as developed by Drs. Heidi Fencl and Karen Scheel in 2002, was administered to students enrolled in the class in a pre-test/post-test format to identify increases in self-efficacy during the course. Students demonstrated a statistically significant increase in self-efficacy on only one subscore of the SOSESC-P. The collaborative nature of the class is thought to have had an effect on the Social Persuasion (t (23) = 2.11, p = 0.023) aspect of self-efficacy development. Students also reported perceptions of departmental support and participation in department-sponsored activities.

Indexing (document details)
Advisor: Pickett, Galen
Commitee: Henriques, Laura, Kwon, Chuhee
School: California State University, Long Beach
Department: Physics and Astronomy
School Location: United States -- California
Source: MAI 56/01M(E), Masters Abstracts International
Subjects: Education, Physics, Science education, Higher education
Keywords: Confidence, Persistence, Physics education, Self-efficacy, Undergraduate, Upper-division
Publication Number: 10147309
ISBN: 978-1-369-02534-7
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