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Zhao L, Li Y, Ke S, Lee K. Self-efficacy and cheating among young children. J Exp Child Psychol 2024; 241:105843. [PMID: 38271850 DOI: 10.1016/j.jecp.2023.105843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Revised: 12/03/2023] [Accepted: 12/19/2023] [Indexed: 01/27/2024]
Abstract
This research, comprising three preregistered studies, investigated the link between self-efficacy and cheating on an academic test in 5- and 6-year-old children. Study 1 assessed children's general self-efficacy and found it to be unrelated to their cheating behavior. Study 2 assessed task-specific self-efficacy, which was not found to be associated with cheating. In Study 3, children were randomly assigned to either an experimental group, which received brief positive feedback on task-specific self-efficacy, or a control group, which received no feedback. The experimental group demonstrated significantly less cheating. These findings, for the first time, identify a specific connection between young children's self-efficacy and academic dishonesty and suggest that positive feedback on task-specific efficacy could be a simple effective strategy for fostering academic integrity early on.
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Affiliation(s)
- Li Zhao
- Zhejiang Philosophy and Social Science Laboratory for Research in Early Development and Childcare, Hangzhou Normal University, Hangzhou 311121, People's Republic of China; Department of Psychology, Hangzhou Normal University, Hangzhou 311121, People's Republic of China.
| | - Yaxin Li
- Department of Psychology, Hangzhou Normal University, Hangzhou 311121, People's Republic of China
| | - Shiqi Ke
- Department of Psychology, Hangzhou Normal University, Hangzhou 311121, People's Republic of China
| | - Kang Lee
- Dr. Erick Jackman Institute of Child Study, University of Toronto, Toronto, Ontario M5R 2X2, Canada
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2
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Lane C, Kaya-Capocci S, Kelly R, O’Connell T, Goos M. Fascinating or dull? Female students’ attitudes towards STEM subjects and careers. Front Psychol 2022; 13:959972. [PMID: 36248500 PMCID: PMC9558732 DOI: 10.3389/fpsyg.2022.959972] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Accepted: 08/29/2022] [Indexed: 11/26/2022] Open
Abstract
Internationally, the need to advance science, technology, engineering and mathematics (STEM) education is recognized as being vital for meeting social and economic challenges and developing a scientifically, mathematically, and technologically literate citizenry. In many countries, however, there are gender differences in the participation and achievement of girls and women in STEM education and STEM careers, usually to the disadvantage of females. This paper aims to identify challenges to female students’ participation in STEM both at post-primary (secondary school) level and beyond in the Irish context. The research questions we aim to address in this paper are: (1) what are student attitudes towards science, technology, engineering and mathematics as measured through interest and perceived ability in STEM, students’ valuing of STEM and students’ commitment to STEM? and (2) what gender differences occur regarding students’ attitudes to science, technology, engineering and mathematics? A survey was completed by 308 post-primary students in Ireland as part of a one-year research project titled “STEMChAT: Women as catalysts for change in STEM education.” Data analysis compiled descriptive statistics, including response frequencies and percentages and median and interquartile range values, and compared gender differences in survey responses using the Kruskal–Wallis H Test. Results indicated that female students had significantly more positive attitudes to science compared to males while in comparison, males had significantly more positive responses to mathematics compared to females. Challenges regarding access to and understanding of STEM in the context of post-primary education are discussed.
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Affiliation(s)
- Ciara Lane
- EPI*STEM, National Centre for STEM Education, School of Education, University of Limerick, Limerick, Ireland
- *Correspondence: Ciara Lane,
| | | | - Regina Kelly
- School of Education, University of Limerick, Limerick, Ireland
| | - Tracey O’Connell
- EPI*STEM, National Centre for STEM Education, School of Education, University of Limerick, Limerick, Ireland
| | - Merrilyn Goos
- EPI*STEM, National Centre for STEM Education, School of Education, University of Limerick, Limerick, Ireland
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Zhang Y, Liu S, Yang L, Feng T, Yang X. Coparenting matters: The mediating effect of implicit theories of intelligence and depression on the relation between coparental conflict and STEM self-efficacy among Chinese adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03118-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Solving Ecological Problems through Physical Computing to Ensure Gender Balance in STEM Education. SUSTAINABILITY 2022. [DOI: 10.3390/su14094924] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
Research and practice have shown that female students are less interested in engineering and programming. This is related to gender stereotypes and technological self-efficacy. Research has also pointed out that students in rural schools tend to do less well in STEM subjects and are less likely to pursue STEM studies than their peers from large cities. Previous studies have highlighted the benefits of hands-on real-world-related engineering projects by building connections with students’ interests and technology while giving them something exciting to focus on. This study is aimed at investigating whether and how students’ individual characteristics (such as attitudes toward engineering and technology, motivation, and technology anxiety) are associated with rural school students’ engagement, gender differences, and inclusion in sustainable ecological engineering activities with Arduino microcontrollers. Surveys were conducted before and after the activity with pupils of a rural lower secondary school (ages 13–15). The results show that, female students’ initial attitude toward engineering and technology was significantly less positive than that of male students. Despite being novices in physical computing, a whole group of pupils were intrinsically motivated while performing these activities. The findings of this study provide transferable insights into practical STEM education that may strengthen students’ engagement, motivation, and achievement in STEM. The implications of the results of this study can be useful for a better understanding of the individual factors of students that influence future engineering activity design and STEM career selection opportunities.
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Lobos K, Sáez-Delgado F, Cobo-Rendón R, Mella Norambuena J, Maldonado Trapp A, Cisternas San Martín N, Bruna Jofré C. Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students. Front Psychol 2022; 12:780852. [PMID: 34975669 PMCID: PMC8716944 DOI: 10.3389/fpsyg.2021.780852] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Accepted: 11/18/2021] [Indexed: 11/13/2022] Open
Abstract
Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods were suddenly transformed to an emergency remote teaching (ERT) modality. Due to the practical nature of STEM courses, students cannot participate in activities in which manipulating objects is necessary for accomplishing learning objectives. In this study, we analyze the relation among STEM students learning beliefs at the beginning of ERT (T1) with their Learning Management systems (LMS) time-on-task and their final academic performance (T2) during the first semester of ERT. We used a prospective longitudinal design. 2063 students (32.3% females) from a university in Chile participated, where the academic year starts in March and finishes in December 2020. We assessed their learning and performance beliefs through an online questionnaire answered at the beginning of the academic period (T1). Then, using learning analytics, time invested in the CANVAS LMS and the academic performance achieved by students at the end of the semester (T2) were assessed. The results show that students mainly stated negative beliefs about learning opportunities during ERT (n = 1,396; 67.7%). In addition, 48.5% (n = 1,000) of students stated beliefs of "medium" academic performance for the first semester (T1). Students with lower learning beliefs at T1 spent less time in the LMS during the semester and had a lower academic performance at T2 than students who had higher learning beliefs at T1. The implications of these findings on the role of instructors and institutions of higher education are discussed.
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Affiliation(s)
- Karla Lobos
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile
| | - Fabiola Sáez-Delgado
- Centro de Investigación en Educación y Desarrollo (CIEDE-UCSC), Departamento Fundamentos de la Pedagogía, Facultad de Educación, Universidad de Católica de la Santísima Concepción, Concepción, Chile
| | - Rubia Cobo-Rendón
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile
| | - Javier Mella Norambuena
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile.,Programa de Doctorado Educación en Consorcio, Universidad de Católica de la Santísima Concepción, Concepción, Chile
| | - Alejandra Maldonado Trapp
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile.,Departamento de Física, Facultad de Ciencias Físicas y Matemáticas, Universidad de Concepción, Concepción, Chile
| | - Nataly Cisternas San Martín
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile
| | - Carola Bruna Jofré
- Laboratorio de Investigación e Innovación educativa Dirección de Docencia, Universidad de Concepción, Concepción, Chile.,Departamento de Bioquímica y Biología Molecular, Facultad de Ciencias Biológicas, Universidad de Concepción, Concepción, Chile
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Litson K, Blaney JM, Feldon DF. Understanding the Transient Nature of STEM Doctoral Students' Research Self-Efficacy Across Time: Considering the Role of Gender, Race, and First-Generation College Status. Front Psychol 2021; 12:617060. [PMID: 33574789 PMCID: PMC7870493 DOI: 10.3389/fpsyg.2021.617060] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Accepted: 01/04/2021] [Indexed: 11/13/2022] Open
Abstract
Developing research self-efficacy is an important part of doctoral student preparation. Despite the documented importance of research self-efficacy, little is known about the progression of doctoral students’ research self-efficacy over time in general and for students from minoritized groups. This study examined both within- and between-person stability of research self-efficacy from semester to semester over 4 years, focusing on doctoral students in biological sciences (N = 336). Using random intercept autoregressive analyses, we evaluated differences in stability across gender, racially minoritized student status, and first-generation student status. Results showed similar mean levels of self-efficacy across demographic groups and across time. However, there were notable differences in between-person and within-person stability over time, specifically showing higher between-person and lower within-person stability for racially minoritized and first-generation students. These findings indicate that racially minoritized and first-generation students’ research self-efficacy reports were less consistent from semester to semester. Such results may indicate that non-minoritized and continuing-generation students’ experiences from semester to semester typically reinforce their beliefs about their own abilities related to conducting research, while such is not the case for racially minoritized nor first-generation students. Future research should examine what types of experiences impact self-efficacy development across doctoral study to offer more precise insights about factors that influence these differences in within-person stability.
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Affiliation(s)
- Kaylee Litson
- Department of Instructional Technology and Learning Sciences, Utah State University, Logan, UT, United States
| | - Jennifer M Blaney
- Department of Educational Leadership, Northern Arizona University, Flagstaff, AZ, United States
| | - David F Feldon
- Department of Instructional Technology and Learning Sciences, Utah State University, Logan, UT, United States
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Valenzuela R, Codina N, Pestana JV. Gender-differences in conservatoire music practice maladjustment. Can contextual professional goals and context-derived psychological needs satisfaction account for amotivation variations? PLoS One 2020; 15:e0232711. [PMID: 32365101 PMCID: PMC7197856 DOI: 10.1371/journal.pone.0232711] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2019] [Accepted: 04/20/2020] [Indexed: 01/10/2023] Open
Abstract
In music education, women are present in great numbers. In professional settings, however, women musicians are not as predominant. With some exceptions, such as Scandinavian countries, women still pursue gender equality in professional music practice. To inquire about the causes of this, we considered if gender-differences in amotivation in conservatoire instrument practice could be associated with aspects of learning environment. Self-determination theory (SDT) posits that learning environments may influence motivation, by satisfying or thwarting students’ psychological needs and by selectively endorsing specific extrinsic goals. Thus, we analysed if–women and men–amotivation variations could be explained by differences in behavioural regulations and satisfaction of their psychological needs for competence and autonomy. Participants (67 women and 74 men, 18–47 years old) completed validated scales for amotivation, behavioural regulations, and needs satisfaction. Students exhibited high intrinsic and introjected regulations, and high autonomy and competence needs satisfaction. Students’ identified regulation levels were modest, and external regulation and amotivation levels were low. Women students’ perceived competence was lower, and their amotivation was higher than men’s. Amotivation variations were explained positively by identified regulation and negatively by context-derived satisfaction of the psychological needs for competence (and autonomy, only among women). Results suggest that internalization of extrinsic goals can pose difficulties and that psychological needs satisfaction may counteract amotivation (autonomy being potentially more important for women musicians).
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Affiliation(s)
- Rafael Valenzuela
- Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain
| | - Nuria Codina
- Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain
- * E-mail:
| | - José Vicente Pestana
- Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain
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