What students know and how they behave explains suprising little of their achievement in physics classes. What they feel and believe is also important. We also study self-efficacy, belonging, science identity, grade expectations, and career intentions.
Self-Efficacy
In a paper recently submitted to the Journal of Engineering Education, we found that students express different levels of self-efficacy toward different STEM domains. Men and women express equal self-efficacy except toward the class they are currently taking. The difference in their current class open immediately before performance feedback is processed.
Conference Papers on Affective Variables
Most of our work on affect has been presented as refereed conference papers at the American Educational Research Association annual meetings.Zabriskie, C., Henderson, R., & Stewart, J. (2018). “The Importance of Belonging and Self-Efficacy in Engineering Identity,” American Education Research Association Annual Meeting Proceedings, New York, NY.
Henderson, R., Stewart, J., & Murphy, C. (2017). “The Role of Personality and Self-Efficacy in Achievement in Science Classes,” American Education Research Association Annual Meeting Proceedings , San Antonio, TX.
Stewart, J. and C& Murphy, C., (2016). “The Role of Personality and Gender in Science and Engineering Performance,” American Education Research Association Annual Meeting Proceedings , Washington DC.
