self-efficacy and student achievement barbara goza, ph.d. ucsc educational partnership center ucsc...
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Self-Efficacy and Student Achievement
Barbara Goza, Ph.D.UCSC Educational Partnership Center
UCSC Learning Support ServicesOctober 3, 2009
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In Appreciation of Learning
• Think back to a recent time in which you were being helped with an academic task.– What was the task?– Who was your helper, what was your
relationship with your helper?– What specifically did the helper DO?– What did you do/feel in response?– What was the outcome for you? For your
helper?
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Self-Efficacy: What It Is
“The belief in one’s abilities to organize and execute courses of action required to produce given attainments.”
(Bandura, 1997, p. 3)
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Self-Efficacy: What It Does
• Influences:– Choice of courses of action
– Amount of energy expended
– Perseverance and resilience in the face of challenges and failures
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Efficacy Beliefs: How They Work
• Cognition– Analytic complexity– Strategic planning
• Motivation– Goal setting (specific, difficult goals)– Self-regulation (evaluation and modification)
• Emotion– Calmness– Challenge vs. threat appraisals
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University Life Study
Martin Chemers, Li-Tze Hu, & Ben Garcia (2001)
Effects of Academic Efficacy and Optimism on First-Year Student
Academic Performance and Adjustment
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Participant Demographics
• Recruited from UCSC frosh, Winter 1997• N = 256 participants with complete data Winter
and Spring• 82% Female• Ethnicity:
– 58% White– 16% Asian– 15% Latino – 11% Other
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GPA
Academic Self-
Efficacy
Optimism
Challenge/ Threat
Academic Expectations
Academic Performance
Stress
Health Problems
Adjustment
Path Diagram For Efficacy Effects
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Assessing Scientific Inquiry and Leadership Skills (AScILS)
Recent Findings
Martin M. Chemers, PIUniversity of California, Santa Cruz
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Program Components
Psychological Processes
Outcomes
Research Experience
Community Involvement
Mentoring:Instrumental
Socio-Emotional
Performance: ScienceInquiry
andLeadership
Skills
Commitment: Satisfaction
andContinuationin Science
Education and Research
Student Demographics: Ethnicity, Gender
Science Inquiry
Self-Efficacy
Leadership and
Teamwork Self-Efficacy
Identity and Belonging as
a Scientist
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Participant Demographics
• Recruited from UCSC COSMOS program in 2006 and 2007
• N = 276 participants with complete data (95% of all attendees)
• 56% Female• Ethnicity:
– 26% Under-Represented Minority – 36% White– 38% Asian
• 38% Received financial aid
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COSMOS Longitudinal Study: Pre-Program Results
Community Involvement
Identity as a Science Student
Science Inquiry Self-
Efficacy
Research Experience .39
.45
.20
.20
.27
Model Fit: χ2 (4) = 4.19, p = .38, CFI = 1.0, IFI = 1.0, GFI = .99, NNFI = .99, RMR = .02, RMSEA = .01 (.00, .09)
Commitment
.69
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Ethnic Group Comparisons on Pre- to Post-Program Change
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Ethnic Group Comparisons on Pre- to Post-Program Change
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Self-Efficacy: What Are Its Sources?
Source Explanation
Enactive Mastery Graduated challenges with “scaffolding”
Social Comparison Role modeling plus peer comparisons
Verbal Persuasion Confidence-supporting explanations for performance
Affective States Positive experiences while working
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Enactive Mastery: Graduated challenges with “scaffolding”
• Increase competencies gradually
• Provide “scaffolding”
• “Stretch, but don’t break.”
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Social Comparison: Role modeling plus peer comparisons
• Social comparison to assess competency
• Role modeling for possibilities
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Verbal Persuasion: Confidence-supporting explanations for
performance
• Help students make confidence-building judgments
• Explain success and failure
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“Causes” of Success and Failure
Source:
Internal External
Stable Ability Task
Stability
Unstable Effort Luck
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Judgments that Enhance Confidence:
Ability & Effort following Success
Task Difficulty following Failure
Expect Ups & Downs
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21
AScILS Research Team• Melissa Bayne, Graduate Student, Psychology• Steve Bearman, Graduate Student, Psychology• Martin Chemers, Principal Investigator, Professor Psychology• Faye Crosby, Professor Psychology• Elizabeth Espinoza, Graduate Student, Chemistry • Jamie Franco-Zamudio, Graduate Student, Psychology• Barbara Goza, Educational Partnership Center, Director Research & Evaluation• Lisa Hunter, Center for Adaptive Optics, Associate Director Education and Human Resources• Beth Jaworski, Graduate Student, Psychology• John Johnson, Graduate Student, Psychology• Carrol Moran, Educational Partnership Center, Director• Elizabeth Morgan, Graduate Student, Psychology• Deborah Kogan, Evaluation Consultant• Refugio Rochin, Educational Partnership Center, Dir. Of Research and Evaluation• Kristina Schmukler, Graduate Student, Psychology• Julie Shattuck, Evaluation Consultant• Jerome Shaw, Assistant Professor Education• Moin Syed, Graduate Student, Psychology• Eileen Zurbriggen, Associate Professor Psychology
• Former members: – Graduate Students: Lisa Algee, Education; Christy Rowe, Earth Sciences; – Undergraduate Students: Isai Baltezar, Helen Han, Jaime Jarvis, Teiki Kimball, Ana Daniela Mesa, Marisa Sanders, Patrick
Schirmer, Barbara Smith, and Zavi Smith, Emilee Turner, Justin Wang, Bridget Zwimpfer, Psychology; Marcia Soriano, Bioinformatics
– Others: Stephen Mello, Educational Partnership Center, Policy Analyst;; Gloria Williams, Educational Partnership Center, Data Manager
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• The project was supported by Grant Number R01GM071935 from the National Institute Of General Medical Sciences. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute Of General Medical Sciences or the National Institutes of Health.