Predicting Graduation: The Role of Mathematics/Science Self-Efficacy
dc.contributor.author | Larson, Lisa | |
dc.contributor.author | Pesch, Kathryn | |
dc.contributor.author | Larson, Lisa | |
dc.contributor.author | Surapaneni, Spurty | |
dc.contributor.author | Bonitz, Verena | |
dc.contributor.author | Wu, Tsui-Feng | |
dc.contributor.author | Werbel, James | |
dc.contributor.department | Psychology | |
dc.date | 2018-02-17T06:03:04.000 | |
dc.date.accessioned | 2020-06-30T06:25:05Z | |
dc.date.available | 2020-06-30T06:25:05Z | |
dc.date.copyright | Wed Jan 01 00:00:00 UTC 2014 | |
dc.date.issued | 2014-01-01 | |
dc.description.abstract | <p>Self-efficacy in the mathematics/science domain is conceptualized as partially determining whether science, technology, engineering, and mathematics (STEM) students would persist toward reaching important milestones like graduating with a bachelor’s degree. The authors conducted a longitudinal study to examine if mathematics/science self-efficacy would significantly predict graduation status 4 to 8 years later after high school academic performance and mathematics aptitude were controlled in a university sample of introductory science students. Moreover, they looked at whether mathematics/science self-efficacy would significantly predict graduation status 4 to 8 years later after first semester grade point average (GPA) was controlled in addition to prior performance and aptitude. The sample consisted of 211 university students who graduated with a bachelor’s degree and 69 university students who did not graduate with a bachelor’s degree. The authors reported that mathematics/science self-efficacy significantly predicted graduation status 4 to 8 years later after controlling for prior performance and aptitude. The addition of mathematics/science self-efficacy improved the accuracy of identifying which participants dropped out before graduation by 4.4% in this sample. When first semester GPA was included in the control variables, the incremental contribution of mathematics/science self-efficacy to the prediction of retention status was null as expected. Findings are related to theory and prior research.</p> | |
dc.description.comments | <p>This is a manuscript of an article from Journal of Career Assessment 23 (2014): 399, doi: <a href="http://dx.doi.org/10.1177/1069072714547322" target="_blank">10.1177/1069072714547322</a>. Posted with permission.</p> | |
dc.format.mimetype | application/pdf | |
dc.identifier | archive/lib.dr.iastate.edu/psychology_pubs/32/ | |
dc.identifier.articleid | 1032 | |
dc.identifier.contextkey | 7843504 | |
dc.identifier.s3bucket | isulib-bepress-aws-west | |
dc.identifier.submissionpath | psychology_pubs/32 | |
dc.identifier.uri | https://dr.lib.iastate.edu/handle/20.500.12876/57964 | |
dc.language.iso | en | |
dc.source.bitstream | archive/lib.dr.iastate.edu/psychology_pubs/32/2014_Larson_predictignGraduation.pdf|||Fri Jan 14 23:33:57 UTC 2022 | |
dc.source.uri | 10.1177/1069072714547322 | |
dc.subject.disciplines | Educational Psychology | |
dc.subject.disciplines | Industrial and Organizational Psychology | |
dc.subject.disciplines | Psychology | |
dc.subject.disciplines | Science and Mathematics Education | |
dc.subject.keywords | retention | |
dc.subject.keywords | mathematics/science self-efficacy | |
dc.subject.keywords | longintudinal study | |
dc.subject.keywords | apitude | |
dc.subject.keywords | prior performance | |
dc.subject.keywords | persistence | |
dc.subject.keywords | graduation status | |
dc.subject.keywords | management | |
dc.title | Predicting Graduation: The Role of Mathematics/Science Self-Efficacy | |
dc.type | article | |
dc.type.genre | article | |
dspace.entity.type | Publication | |
relation.isAuthorOfPublication | b1a2e099-323d-47b0-9348-6766094d0d57 | |
relation.isOrgUnitOfPublication | 796236b3-85a0-4cde-b154-31da9e94ed42 |
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