Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses. Issue 13 (2nd September 2018)

• Record Type: Journal Article
• Authors: Dou, Remy; Brewe, Eric; Potvin, Geoff; Zwolak, Justyna P.; Hazari, Zahra
• Is Part Of: International journal of science education. Volume 40:Issue 13(2018)
• Page Start: 1587
• Page End: 1605
• Publication Date: 2018-09-02
• Subjects: Physics -- self-efficacy -- interest -- career -- social network analysis -- classroom interactions; Science -- Study and teaching -- Periodicals; Science teachers -- Periodicals; 507
• DOI: 10.1080/09500693.2018.1488088
• Languages: English
• ISSNs: 0950-0693

Abstract

ABSTRACT: Modeling Instruction (MI), an active-learning introductory physics curriculum, has been shown to improve student academic success. Peer-to-peer interactions play a salient role in the MI classroom. Their impact on student interest and self-efficacy – preeminent constructs of various career theories – has not been thoroughly explored. Our examination of three undergraduate MI courses ( N = 221) revealed a decrease in students' physics self-efficacy, physics interest, and general science interest. We found a positive link from physics interest to self-efficacy, and a negative relationship between science interest and self-efficacy. We tested structural equation models confirming that student interactions make positive contributions to self-efficacy. This study frames students' classroom interactions within broader career theory frameworks and suggests nuanced considerations regarding interest and self-efficacy constructs in the context of undergraduate active-learning science courses.