Literaturnachweis - Detailanzeige
| Autor/inn/en | Falco, Lia D.; Summers, Jessica J. |
|---|---|
| Titel | Social Persuasions in Math and Their Prediction of STEM Courses Self-Efficacy in Middle School |
| Quelle | In: Journal of Experimental Education, 89 (2021) 2, S.326-343 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0973 |
| DOI | 10.1080/00220973.2019.1681350 |
| Schlagwörter | Social Influences; Family Influence; Peer Influence; Science Careers; Career Choice; Mathematics Skills; Self Efficacy; Predictor Variables; STEM Education; Middle School Students; Early Adolescents; Gender Differences; Public Schools |
| Abstract | The purpose of this study was to further clarify the structure of social persuasion as a source of self-efficacy in early adolescence and to examine the influence of social persuasion on STEM self-efficacy. Specifically, we proposed that social persuasion for math should be considered a multifactor construct for middle school students when predicting self-efficacy for STEM courses. Data were collected from 1,445 middle school students using a modified measure of social persuasions developed by Usher and Pajares (2009) and self-efficacy for STEM courses developed by Hackett and Betz (1989). Using factor analysis followed by structural equation modeling on two randomized samples, our findings indicate that family, peer, and courses/career persuasion in math are significant predictors of STEM courses self-efficacy, but not teacher persuasion. Implications and directions for future research are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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