Contextualized Measurement of - PowerPoint Presentation

Slide1

Contextualized Measurement of Self-efficacy and College Students’ Perceived Sources of Self-efficacy in Introductory Plant Science Courses

Lisa Keefe

Doctoral

Dissertation Seminar

Slide2

OverviewIntroductionTheoretical Framework

Review of

Literature

Dissertation Conceptual Framework

Study #1

Study #2

Implications for Practice

Slide3

Introduction

Science Literacy & Career

Slide4

Theoretical FrameworkBandura (1997)definition of SE: belief in personal capabilities to organize and execute tasks required to produce specific results within a specific context

4 Sources of SE

I do…

I hear…

I feel…

I see…

Slide5

Review of LiteratureSelf-efficacy (SE) = good predictor of academic performance

.

SE has been studied in the sciences

Need for

context-specific

studies

Sources of SE also important but few existing studies

(Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions.

Review of Educational Research, 78(4), 751-796Schunk, D., Pintrich, P. R., & Meece, J. (Eds.). (2007a).

Motivation in dducation: Theory, research and applications (3rd ed.): Pearson. Klassen, R., & Usher, E. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In S. Karabenick & T. Urdan

(Eds.),

Advances in motivation and achievement

(Vol. 16a): Emerald Group Publishing Limited.

Gore, P. A. (2006b). Academic self-efficacy as a predictor of

dollege

outcomes: Two incremental validity studies.

Journal of Career Assessment, 14

(1), 92-115.

doi

: 10.1177/1069072705281367

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Conceptual Framework

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Study 1-Measuring Self-efficacyCurrent InstrumentsParticipantsDevelopment

Data collection and analysis

Results

Limitations

Measuring Plant SE (Instrument Development)

EFA

n

=248

CFA

n

=241

Slide8

Current InstrumentsScience Motivation

Questionnaire (

Glynn,

Taasoobshirazi

, & Brickman, 2009

)

Baldwin, J. A., Ebert-May, D., & Burns, D. J. (1999). The development of a college biology self-efficacy instrument for

nonmajors

. Science Education, 83(4), 397-408.Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science Motivation Questionnaire: Construct validation with

nonscience majors. Journal of Research in Science Teaching, 46(2), 127-146. doi: 10.1002/tea.20267Dalgety, J., Coll, R. K., & Jones, A. (2003). Development of chemistry attitudes and experiences questionnaire (CAEQ). Journal of Research in Science Teaching, 40

(7), 649-668

Uzuntiryaki

, E., &

Çapa

Aydın

, Y. (2009). Development and Validation of Chemistry Self-Efficacy Scale for College Students.

Research in Science Education, 39

(4), 539-551.

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ParticipantsHORT 101, BTNY 110 & AGRY 105

major (M), science major (SM) and non-science major (NSM)

EFA:Spring

2012 (

n

=248)

M=

20%

SM=32%NSM=48%

CFA:Fall 2012 (n=241)M=24%SM=19%NSM=57%

80% White/

caucasian

& 50% male/female ratio

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Development

Expert Defined Dimensions for

Successful

Study in

Introductory

Plant Science

Courses

Life Science Research

&

Literacy

Plant Sciences

Future Outcomes

Experimenting/applying research

Terminology/diagram use

Life

understanding

of biology

Terminology/diagram use

Genetics

Genetics

Environmental Responses

Life processes

Plant Concept specific

Photosynthesis

Respiration

Plant

Scientists

Education

Researchers

Kathryn Orvis, Horticulture

Neil Knobloch

Michael Zanis, Botany

Bryan

Hains

Lori Snyder, Agronomy

Mark

Balschweid

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Data Collection and AnalysisStudents told about the research before participating. Also asked if concurrently enrolled and not to fill out questionnaire twice

1

st

group factor analysis (EFA)

2

nd

group confirmatory factor analysis (CFA)

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EFA Results

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Factor Pattern Matrix for Plant Science Self-efficacy Items

Item

PC

GS

MS

Explain the role of water in plant respiration.

.82

.06

.05

Explain how weeds could become resistant to herbicides.

.49

.05

.25

Explain how a plant produces food and uses energy.

.85

.01

.02

Predict how a plant will respond to a given environmental condition.

.66

.29

.14

Explain the process of pollination in plants to produce fruit.

.70

.05

.17

Recall the anatomy of a plant.

.66

.02

.19

Explain the role of light in photosynthesis.

.78

.01

.03

Instruct a classmate on how to write an experiment report.

.04

.79

.04

Ask a research question that could be answered experimentally.

.07

.70

.01

Critique an experiment in a scientific paper.

.04

.85

.05

Conduct an experiment on your own after reading the experimental procedures.

.09

.46

.25

Research the scientific facts in a common news story for accuracy of the claims.

0.18

.62

.04

Achieve success in this life science course.

.25

.07

.67

Graduate with a life science degree..04.05.59Master the plant biology skills taught in this course..25.00.51Tutor another student in a 1st year life science course..11.11.86Use concepts of life science in solving everyday problems at home..05.20.69Use correct biological terminology to explain a concept to a scientist..01.25.57Eigen Values8.701.821.41Cronbach’s α0.910.870.88

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CFI (0.92)RMSEA (0.08)

GFI

(0.88

)

GS

ITEM8

ITEM9

ITEM10

ITEM11

ITEM12

e12

e1

0

e9

e8

e11

MS

ITEM13

ITEM14

ITEM15

ITEM16

ITEM17

e17

e15

e14

e13

e16

ITEM1

ITEM2

ITEM3

ITEM4

ITEM5

ITEM6

ITEM7

PC

e1

e2

e3

e4

e5

e6

e7

.72

.83

.66

.61

.61

.82

.67

.79

.68

.68

.69

.71

.71

.75

.84

.66

.64

.67

.61

.66

GSSE

MSSE

PCSE

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Please rate how confident you are in your ability to perform the following tasks today. 1) Not at all confident 2) Slightly confident 3) Somewhat confident 4) Mostly confident 5) Extremely confiden

t

PCSE

Explain

how a plant produces food and uses

energy.

Predict

how a plant will respond to a given

environmental condition.

GSSEInstruct a classmate on how to write an experiment report.

Ask

a research question that could be answered experimentally

.

MSSE

Use

concepts of life science in solving everyday problems at

home.

Tutor

another student in a 1

st

year life science course.

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Limitations and RecommendationsMinimally adequate model fitSmall # of students

Demographics (High non-science majors/low racial diversity)

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For PracticeMeasures SE of core (lynchpin) plant science concepts Measures SE of translatable science skills

Fills a need for SE questionnaire aimed at core plant science concepts/skills and may have use in any introductory plant science class

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Study 2-Sources of Self-efficacy in an introductory plant science classParticipantsDeductive analysis

Results

Limitations

Exploring Sources of Plant SE (Qualitative)

Short-answer (initial coding)

n

=200+

Interviews (Provisional Coding)

n

=4

Literature (Triangulation)

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ParticipantsShort-answer (

n

=>200)

200+ students enrolled in HORT 101, AGRY 105 or BTNY 110

Spring semester 2012 and Fall 2012

Interview-Fall semester

2012 (n=4)

2 Landscape Architecture majors

Alice had taken a plant biology dual-credit courseMelinda’s parents own a landscaping company2 Agricultural Education majors Rose had little experience but parents dabbled in row cropsAdam had an interest in gardening

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Deductive AnalysisRealism assumes a single, blurry reality; therefore, we made every effort to triangulate our data in order to illustrate a single, complex reality as experienced through context and perception (

Sobh

& Perry, 2006

).

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Short-answerPlease rate how confident you are in your ability to perform the following tasks as of today

—

Achieve

success in another life science

class

Receive

good grades on exams in this course “Think about the reasons you considered when answering the question above. Describe briefly all of the reasons on which you based your confidence rating to this particular question. Include everything that comes to mind in the spaces provided.”

Hutchison, M. A., Follman, D. K., Sumpter, M., & Bodner

, G. M. (2006). Factors influencing the self-efficacy beliefs of first-year engineering students. Journal of Engineering Education, 39-47.

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Self reported influences

SA

I

Bandura (1997) Sources of Self-efficacy

Studying

Mastery Experiences

Previous grade performance

Completion of assignments

Background knowledge/experience

Conceptual understanding

Class attendance

Vicarious Experience

Teaching methods

Perception of teacher

Verbal/Social Persuasion

Classmate interactions

Negative feelings

Emotional/Physiological

Learning ability

Other

Interest

Required for major

Results of Short-answer and Interviews

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Example

“We kind of covered a lot compared to what we would have covered in high school so I guess that amount of material surprised me first and foremost. Some of it was a little more than I thought was, not necessarily that it was more than what should have been taught, it was just more coming in with no knowledge, like prior knowledge of any of this.”

Initial coding

Provisional Coding

Saldana, J. (2013).

The coding manual for qualitative researchers

(2nd ed.). Washington D.C.: Sage.

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LimitationsOverlapping constructs - Further qualitative study focusing on the interaction of these constructsA

narrow perspective from the limited number and diversity of interviews.

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PracticeProcess of measuring sources of SE

provide

a

framework for

college departments

of any

field to better assess student outcomes early in a course Qualitative inquiry can be time consuming, but when using deductive analysis, the time commitment can

be manageable.

Sources could be studied with a rating scale

Slide26

Summary of Implications for Practice

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AcknowledgementsNIFA Grant 2010-01801: Enhancing science capacity in introductory Animal, Plant, and Food sciences courses

Committee Members:

Neil Knobloch

Kathryn Orvis

Levon Esters

Jon Harbor

Plant Scientist Team

:

Kathryn Orvis

Lori Snyder

Michael Zanis

John Cavaletto

Grant Team Leaders:

Bryan

Hains

Mark

Balschweid

Students enrolled in HORT 101, AGRY 105 & BTNY 210 2011-2012