Factors contributing to science self-efficacy in an early college high school setting

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dc.contributor.advisorMoore, Lin
dc.contributor.committeeMemberArmstrong, Joyce
dc.contributor.committeeMemberHwang, Shann Hwa
dc.contributor.committeeMemberBrown, Melissa
dc.creatorO'Connor, Bennett I.
dc.creator.orcid0000-0003-2097-6345
dc.date.accessioned2018-08-02T17:12:49Z
dc.date.available2018-08-02T17:12:49Z
dc.date.created2018-05
dc.date.issued6/20/2018
dc.date.submittedMay-18
dc.date.updated2018-08-02T17:12:49Z
dc.description.abstractScience self-efficacy is critical to the achievement and participation of students in science. The purpose of this study was to explore the factors (age, attitudes towards math, school climate, school rigorous expectations, and the number of advanced math and science courses taken) contributing to science self-efficacy in an Early College High School setting. The sample consisted of 113 students from three Early College High Schools in North Texas. The tools used were the Science Self Efficacy Questionnaire (SSEQ), Attitudes Towards Math Inventory (ATMI), Panorama Student Survey Scales About the School—School Climate and Rigorous Expectation subscales, and a demographic questionnaire. Correlation analyses revealed a significant positive correlation between Science Self-Efficacy total scores and School Climate total scores. Moreover, higher ATMI total scores and School Climate total scores significantly predicted higher Science-Self Efficacy total scores.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/11274/10183
dc.language.isoen
dc.subjectscience self efficacy
dc.subjectearly college high school
dc.subjectattitudes
dc.titleFactors contributing to science self-efficacy in an early college high school setting
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentFamily Sciences
thesis.degree.disciplineChild Development
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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