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Framing Early Adolescents’ Self-Efficacy Development: Precursors To The Sources Of Math Self-Efficacy, Calah J. Ford
Framing Early Adolescents’ Self-Efficacy Development: Precursors To The Sources Of Math Self-Efficacy, Calah J. Ford
Theses and Dissertations--Educational, School, and Counseling Psychology
Self-efficacy, the beliefs learners hold about what they can do, develops largely from how learners perceive and interpret four main sources of information: mastery experiences, vicarious experiences, social persuasions, and physiological states. Although researchers have shown a relationship between these sources and math self-efficacy, less is known about the factors that may influence how early adolescent learners perceive and interpret information from these sources. The purpose of this dissertation was to investigate two possible factors (i.e., perfectionism, performance-related factors) that might predict how learners perceive efficacy-relevant information in the domain of math. Study 1 used a correlational design to investigate …
“I Felt Seen”: A Mixed-Methods Investigation Of Culturally Responsive Teaching In Postsecondary Education, Caiti Siobhan Griffiths
“I Felt Seen”: A Mixed-Methods Investigation Of Culturally Responsive Teaching In Postsecondary Education, Caiti Siobhan Griffiths
Theses and Dissertations--Educational, School, and Counseling Psychology
Instructors’ beliefs and behaviors shape students’ learning environments (Bandura, 2007). Culturally responsive teaching can make instruction more relevant and supportive to historically marginalized students (Gay, 2000, 2018). Instructor support and care for students are important to undergraduate persistence (Tinto, 1986, 1993). However, White postsecondary instructors may not feel prepared to use culturally responsive teaching (Heitner & Jennings, 2016; Sue et al., 2009). This study used a sequential mixed-methods design to examine postsecondary instructors’ self-perceptions, and students’ lived experiences, related to culturally responsive teaching. In Fall 2020, instructors (N = 99) rated their self-efficacy for culturally responsive teaching on a …