Social Persuasions in Math and Their Prediction of STEM Courses Self-Efficacy in Middle School

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to further clarify the structure of social persuasion as a source of self-efficacy in early adolescence and to examine the influence of social persuasion on STEM self-efficacy. Specifically, we proposed that social persuasion for math should be considered a multifactor construct for middle school students when predicting self-efficacy for STEM courses. Data were collected from 1,445 middle school students using a modified measure of social persuasions developed by Usher and Pajares (2009) and self-efficacy for STEM courses developed by Hackett and Betz (1989). Using factor analysis followed by structural equation modeling on two randomized samples, our findings indicate that family, peer, and courses/career persuasion in math are significant predictors of STEM courses self-efficacy, but not teacher persuasion. Implications and directions for future research are discussed.

Original languageEnglish (US)
JournalJournal of Experimental Education
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

Persuasive Communication
Scanning Transmission Electron Microscopy
Self Efficacy
persuasion
self-efficacy
Students
Statistical Factor Analysis
adolescence
factor analysis
student
career
teacher

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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abstract = "The purpose of this study was to further clarify the structure of social persuasion as a source of self-efficacy in early adolescence and to examine the influence of social persuasion on STEM self-efficacy. Specifically, we proposed that social persuasion for math should be considered a multifactor construct for middle school students when predicting self-efficacy for STEM courses. Data were collected from 1,445 middle school students using a modified measure of social persuasions developed by Usher and Pajares (2009) and self-efficacy for STEM courses developed by Hackett and Betz (1989). Using factor analysis followed by structural equation modeling on two randomized samples, our findings indicate that family, peer, and courses/career persuasion in math are significant predictors of STEM courses self-efficacy, but not teacher persuasion. Implications and directions for future research are discussed.",
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