Profiles of the Sources of Science Self-Efficacy.
By Jason A. Chen, E. Usher. 2013
208 citations recorded by the source corpus.
Abstract The purpose of this study was to investigate (a) the latent profiles that arise from middle and high school students' ( N = 1225) reported exposure to information from the four hypothesized sources of self-efficacy; (b) the relationships between these latent profiles and science self-efficacy and science achievement; and (c) the differences in latent profiles as a function of implicit theory of science ability, gender, and grade level. Results revealed that a four-class solution fit the data the best. Results support past findings indicating that mastery experiences are a powerful source of self-efficacy. Furthermore, there seemed to be an additive benefit of drawing from multiple sources simultaneously. Gender did not predict membership in these four profiles, but implicit theory of ability and grade level did. The results show that students in the most adaptive profiles drew from multiple sources of efficacy-relevant information and espoused a strong belief in the plasticity of their science abilities, whereas those who were in the least adaptive profiles exhibited a high degree of negative affect and held a fixed view of science ability.
Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/75db50fe517196f7b5c4dca6315e53ecc0751fd4
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In Experimental and Cognitive Psychology
In Safety Research
In Social Psychology
Citations in the corpus
- Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach (2014, background): “In their person-centered latent profile analysis of high school students, Chen and Usher (2013) found that students who had strong incremental theories tended to have multiple sources of science self-efficacy and had less physiological and affective arousal.”
- Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, unknown): “For example, Chen and Usher (2013) used latent profile”
- Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “…– each of which has been linked to performance in math and science, including students’ persistence in STEM fields and choice of STEM majors (Andrew 1998; Beghetto 2007; Britner and Pajares 2001; Chen and Usher 2013; Gwilliam and Betz 2001; Lau and Roeser 2002; Lent et al. 1984; Luzzo et al. 1999).”