Beyond Performance Metrics: Examining a Decrease in Students' Physics Self-Efficacy through a Social Networks Lens

Autor/inn/en	Dou, Remy; Brewe, Eric; Zwolak, Justyna P.; Potvin, Geoff; Williams, Eric A.; Kramer, Laird H.
Titel	Beyond Performance Metrics: Examining a Decrease in Students' Physics Self-Efficacy through a Social Networks Lens
Quelle	In: Physical Review Physics Education Research, 12 (2016) 2, S.020124-1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.020124
Schlagwörter	Physics; Self Efficacy; College Students; Introductory Courses; Career Choice; Social Networks; Active Learning; College Science; Science Instruction; Network Analysis; Student Surveys; Peer Relationship; Regression (Statistics); Sampling; Statistical Inference; Florida (Miami) + Suchen Sie Ihr Suchwort? Physik; Self-efficacy; Selbstwirksamkeit; Collegestudent; Einführungskurs; Social network; Soziales Netzwerk; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Netzplantechnik; Schülerbefragung; Peer-Beziehungen; Regression; Regressionsanalyse; Inferential statistics; Schließende Statistik
Abstract	The Modeling Instruction (MI) approach to introductory physics manifests significant increases in student conceptual understanding and attitudes toward physics. In light of these findings, we investigated changes in student self-efficacy while considering the construct's contribution to the career-decision making process. Students in the Fall 2014 and 2015 MI courses at Florida International University exhibited a decrease on each of the sources of self-efficacy and overall self-efficacy (N = 147) as measured by the Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) survey. This held true regardless of student gender or ethnic group. Given the highly interactive nature of the MI course and the drops observed on the SOSESC-P, we chose to further explore students' changes in self-efficacy as a function of three centrality measures (i.e., relational positions in the classroom social network): inDegree, outDegree, and PageRank. We collected social network data by periodically asking students to list the names of peers with whom they had meaningful interactions. While controlling for PRE scores on the SOSESC-P, bootstrapped linear regressions revealed post-self-efficacy scores to be predicted by PageRank centrality. When disaggregated by the sources of self-efficacy, PageRank centrality was shown to be directly related to students' sense of mastery experiences. InDegree was associated with verbal persuasion experiences, and outDegree with both verbal persuasion and vicarious learning experiences. We posit that analysis of social networks in active learning classrooms helps to reveal nuances in self-efficacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01