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Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses
Authors:Remy Dou  Eric Brewe  Geoff Potvin  Justyna P Zwolak  Zahra Hazari
Institution:1. Department of Teaching and Learning, Florida International University, Miami, FL, USA;2. STEM Transformation Institute, Florida International University, Miami, FL, USA;3. Department of Physics, Drexel University, Philadelphia, PA, USA;4. STEM Transformation Institute, Florida International University, Miami, FL, USA;5. Department of Physics, Florida International University, Miami, FL, USA;6. Joint Center for Quantum Information and Computer Science, University of Maryland, College Park, MD, USA
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.
Keywords:Physics  self-efficacy  interest  career  social network analysis  classroom interactions
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