Transcript Assessing Science Inquiry and Leadership Skills (AScILS)

Self-Efficacy and Student
Achievement
Barbara Goza, Ph.D.
UCSC Educational Partnership Center
UCSC Learning Support Services
October 3, 2009
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?
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)
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
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
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
Participant Demographics
• Recruited from UCSC frosh, Winter 1997
• N = 256 participants with complete data Winter
and Spring
• 82% Female
• Ethnicity:
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58% White
16% Asian
15% Latino
11% Other
GPA
Academic
SelfEfficacy
Academic
Performance
Academic
Expectations
Challenge/
Threat
Health
Problems
Stress
Optimism
Adjustment
Path Diagram For Efficacy Effects
Assessing Scientific Inquiry and
Leadership Skills (AScILS)
Recent Findings
Martin M. Chemers, PI
University of California, Santa Cruz
Program
Components
Research
Experience
Mentoring:
Instrumental
Psychological
Processes
Science
Inquiry
Self-Efficacy
Leadership
and Teamwork
Self-Efficacy
Socio-Emotional
Community
Involvement
Identity and
Belonging as
a Scientist
Outcomes
Performance:
Science
Inquiry
and
Leadership
Skills
Commitment:
Satisfaction
and
Continuation
in Science
Education and
Research
Student Demographics: Ethnicity, Gender
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
COSMOS Longitudinal Study:
Pre-Program Results
Research
Experience
.39
Science
Inquiry SelfEfficacy
.20
.45
Commitment
.27
.20
Identity as a
Science
Student
.69
Community
Involvement
Model Fit: χ2 (4) = 4.19, p = .38, CFI = 1.0, IFI = 1.0, GFI = .99,
NNFI = .99, RMR = .02, RMSEA = .01 (.00, .09)
Ethnic Group Comparisons on
Pre- to Post-Program Change
Ethnic Group Comparisons on
Pre- to Post-Program Change
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
Enactive Mastery: Graduated
challenges with “scaffolding”
• Increase competencies gradually
• Provide “scaffolding”
• “Stretch, but don’t break.”
Social Comparison: Role modeling
plus peer comparisons
• Social comparison to assess
competency
• Role modeling for possibilities
Verbal Persuasion: Confidencesupporting explanations for
performance
• Help students make confidencebuilding judgments
• Explain success and failure
“Causes” of Success and Failure
Source:
Stable
Internal
External
Ability
Task
Effort
Luck
Stability
Unstable
Judgments that Enhance
Confidence:
Ability & Effort following Success
Task Difficulty following Failure
Expect Ups & Downs
AScILS Research Team
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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
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Former members:
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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.