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dc.creatorBailey, Janelle
dc.creatorLombardi, Doug
dc.creatorCordova, Jacqueline R.
dc.creatorSinatra, Gale M.
dc.date.accessioned2020-04-20T15:29:42Z
dc.date.available2020-04-20T15:29:42Z
dc.date.issued2017-12-26
dc.identifier.citationBailey, Janelle M., Lombardi, Doug, Cordova, Jacqueline R., Sinatra, Gale M. (2017) Meeting Students Halfway: Increasing Self-Efficacy and Promoting Knowledge Change in Astronomy. Physical Review Physics Education Research, 13(2): 020140-1-020140-19. https://doi.org/10.1103/PhysRevPhysEducRes.13.020140.
dc.identifier.issn2469-9896
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/16
dc.identifier.urihttp://hdl.handle.net/20.500.12613/29
dc.description.abstractTwo motivational factors--self-efficacy and interest--may be especially relevant to deepening students' understanding of astronomy. We examined the relationship between students' self-efficacy for, interest in learning about, and changes in their knowledge of stars, as measured by the Star Properties Concept Inventory (SPCI). Approximately 700 undergraduate students taking introductory astronomy responded to surveys at the start and end of their semester-long course. A sequential multiple regression analysis showed that self-efficacy post explains an appreciable percentage of variance in SPCI posttest scores, more than twice the percentage explained by all the pretest variables (SPCI, self-efficacy, and interest) combined. Knowledge and self-efficacy improved significantly over instruction; interest did not. Follow-up analyses revealed that instructors whose classes increased in self-efficacy also had the greatest increases in knowledge scores. Interviews with these instructors suggest they provide their students with more opportunities for mastery experiences with elaborated, performance-related feedback, as well as strong positive verbal persuasion and vicarious experiences through peer instruction. Through increased understanding of the relationship between motivational constructs (e.g., self-efficacy, interest) and knowledge, we can both improve our models and better inform instruction.
dc.format.extent19 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofOpen Access Publishing Fund (OAPF)
dc.relation.haspartPhysical Review Physics Education Research, Vol. 13, 020140
dc.relation.isreferencedbyAmerican Physical Society
dc.rightsAttribution CC BY
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/
dc.subjectConcepts and principles
dc.subjectEpistemology, attitudes, and beliefs
dc.subjectLower undergraduate students
dc.titleMeeting Students Halfway: Increasing Self-Efficacy and Promoting Knowledge Change in Astronomy
dc.typeText
dc.type.genreJournal article
dc.description.departmentTeaching and Learning
dc.relation.doihttps://doi.org/10.1103/PhysRevPhysEducRes.13.020140
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.schoolcollegeTemple University. College of Education
dc.description.sponsorTemple University Libraries Open Access Publishing Fund, 2017-2018 (Philadelphia, Pa.)
dc.creator.orcid0000-0001-9563-2016
dc.temple.creatorBailey, Janelle M.
dc.temple.creatorLombardi, Doug
refterms.dateFOA2020-04-20T15:29:42Z


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