Contextualized Measurement of Self-efficacy and College Students’ Perceived Sources of Self-efficacy in Introductory Plant Science Courses. Lisa Keefe Doctoral Dissertation Seminar. Overview. Introduction Theoretical Framework Review of Literature Dissertation Conceptual Framework
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Contextualized Measurement of Self-efficacy and College Students’ Perceived Sources of Self-efficacy in Introductory Plant Science Courses
Doctoral Dissertation Seminar
Science Literacy & Career
(Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796
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Klassen, R., & Usher, E. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement (Vol. 16a): Emerald Group Publishing Limited.
Gore, P. A. (2006b). Academic self-efficacy as a predictor of dollege outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92-115. doi: 10.1177/1069072705281367
Baldwin, J. A., Ebert-May, D., & Burns, D. J. (1999). The development of a college biology self-efficacy instrument for nonmajors. Science Education, 83(4), 397-408.
Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science Motivation Questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146. doi: 10.1002/tea.20267
Dalgety, J., Coll, R. K., & Jones, A. (2003). Development of chemistry attitudes and experiences questionnaire (CAEQ). Journal of Research in Science Teaching, 40(7), 649-668
Uzuntiryaki, E., & ÇapaAydın, Y. (2009). Development and Validation of Chemistry Self-Efficacy Scale for College Students. Research in Science Education, 39(4), 539-551.
HORT 101, BTNY 110 & AGRY 105
major (M), science major (SM) and non-science major (NSM)
CFA:Fall 2012 (n=241)
EFA:Spring 2012 (n=248)
80% White/caucasian & 50% male/female ratio
Please rate how confident you are in your ability to perform the following tasks today.
1) Not at all confident 2) Slightly confident 3) Somewhat confident 4) Mostly confident 5) Extremely confident
Interview-Fall semester 2012 (n=4)
Realism assumes a single, blurry reality; therefore, we made every effort to triangulate our data in order to illustrate a single, complex reality as experienced through context and perception (Sobh & Perry, 2006).
Hutchison, M. A., Follman, D. K., Sumpter, M., & Bodner, G. M. (2006). Factors influencing the self-efficacy beliefs of first-year engineering students. Journal of Engineering Education, 39-47.
Results of Short-answer and Interviews
“We kind of covered a lot compared to what we would have covered in high school so I guess that amount of material surprised me first and foremost. Some of it was a little more than I thought was, not necessarily that it was more than what should have been taught, it was just more coming in with no knowledge, like prior knowledge of any of this.”
Saldana, J. (2013). The coding manual for qualitative researchers (2nd ed.). Washington D.C.: Sage.
Plant Scientist Team:
NIFA Grant 2010-01801: Enhancing science capacity in introductory Animal, Plant, and Food sciences courses
Students enrolled in HORT 101, AGRY 105 & BTNY 210 2011-2012
Grant Team Leaders: