Sources of science self‐efficacy beliefs of middle school students

By Shari L. Britner, Frank Pajares. 2006

1,220 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ac009ab300755b09f069f13b6db28bf9ce65bc44

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. E. Usher
2. Huy P Phan
3. Jill M. Aldridge
4. H. Patrick
5. B. Fraser
6. Frank Pajares
7. A. Bandura
8. Jason A. Chen

In Experimental and Cognitive Psychology

1. Jason A. Chen
2. E. Usher
3. Huy P Phan
4. J. Choy
5. C. W. Loo
6. Frank Pajares
7. P. Bressoux
8. Gwénaëlle Joët

In Social Psychology

1. Huy P Phan
2. E. Usher
3. Jason A. Chen
4. A. Bandura
5. G. Caprara
6. J. Choy
7. C. W. Loo
8. Frank Pajares

Citations in the corpus

• From social class to self-efficacy: internalization of low social status pupils’ school performance (2015, background): “For example, providing appropriate learning structures that offer ‘‘mastery experiences’’ have positive effects on self-efficacy (Bandura 1997; Britner and Pajares 2006; Tanti and Labone 2011) by providing challenges through short-term goals (Schunk 1981).”
• Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning (2011, background): “In addition, past success in science could possibly contribute to higher self‐efficacy which, in turn, could lead to better future performance (Britner & Pajares, 2006 ).”
• Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, methodology): “When researchers have used this scale in the past they have obtained coefficient alphas ranging from .85 to .91 (e.g., Britner & Pajares, 2001, 2006, 2009; Pajares, Britner, & Valiante, 2000; Usher & Pajares, 2008).”
• Sources of self-efficacy in mathematics: A validation study (2009, methodology): “…who follow models such as those put forth by Lent and his colleagues have assessed mastery experience by asking students to rate their past and current performance in the academic subject of interest, and items have shown strong internal consistency (Britner & Pajares, 2006; Lent et al., 1991).”
• Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students (2020, background): “Some studies have shown that mastery experiences are more important to efficacy beliefs for men than women (Zeldin et al. 2008) while other studies have found the opposite (Britner and Pajares 2006).”
• Collaborative Learning in Engineering Students: Gender and Achievement (2011, background): “Another factor related to collaborative learning strategies (Moriarty, Douglas, Punch, & Hattie, 1995) and student achievement (e.g., Bandura & Locke, 2003; Britner & Pajares, 2006) is self-efficacy, or the belief that one can successfully perform the task at hand (Bandura, 1997).”
• Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors’ Self-Efficacy Beliefs (2015, background): “Based on the arguments that increased self-efficacy is a result of mastery in understanding of science content and/or of how to teach science (e.g., Britner & Pajares, 2006; Dalgety, Coll, & Jones, 2003; Khourey-Bowers & Simonis, 2004), Palmer (2006) introduced two additional mastery experiences:…”