Mathematics self-efficacy in introductory physics.
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Authors
Johnson, Rebecca.
Issue Date
2011-11-28T16:32:25Z
Type
Thesis
Language
en_US
Keywords
Self-efficacy -- Case studies. , Physics -- Study and teaching (Higher) -- Case studies. , Mathematics -- Study and teaching (Higher) -- Case studies. , College students -- Massachusetts -- Norton -- Case studies. , Self-efficacy -- Psychological aspects -- Case studies. , College students -- Performance -- Case studies. , Mathematical ability -- Case studies. , Mathematics -- Attitudes -- Case studies. , Perceived Mathematics Self-Efficacy (PMSE) , Undergraduate research. , Undergraduate thesis.
Alternative Title
Abstract
Since the 1960’s self-efficacy has been a topic of much research within the fields
of psychology and education. Defined as peoples’ beliefs about their ability to perform
specific tasks, it has been shown to positively correlate with performance in the
respective tasks. This study extended the research by investigating the effect of students’
Perceived Mathematics Self-Efficacy (PMSE) in introductory physics at a liberal arts
college. We found that PMSE was not significantly correlated with performance on the
exams indicating that students who think they are bad at math have an equal chance at
succeeding in the course. However, an observed correlation between in class conceptual
questions and PMSE is cause for further investigation.
Description
93 leaves : illustrations (some color), forms.
Bibliography: leaves 69-73.
Thesis -- Departmental honors in Physics.
Bibliography: leaves 69-73.
Thesis -- Departmental honors in Physics.
Citation
Publisher
Wheaton College; Norton, Mass.
License
Journal
Volume
Issue
PubMed ID
DOI
ISSN
W Thesis 1367