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.
|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|
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