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Comparison of Mathematics Self-Effic...

Starr, Lisa Anne.

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Comparison of Mathematics Self-Efficacy in Female STEM Undergraduate Students by Ethnicity and Academic Levels.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Comparison of Mathematics Self-Efficacy in Female STEM Undergraduate Students by Ethnicity and Academic Levels./
Author:	Starr, Lisa Anne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	183 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29062348
ISBN:	9798438718253

Comparison of Mathematics Self-Efficacy in Female STEM Undergraduate Students by Ethnicity and Academic Levels.
Starr, Lisa Anne.

Comparison of Mathematics Self-Efficacy in Female STEM Undergraduate Students by Ethnicity and Academic Levels. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 183 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2022.

The purpose of this quantitative comparative study was to identify if and to what extent average mathematics self-efficacy is different in college STEM female students in Virginia by ethnicity and academic level and whether ethnicity-academic level interaction has effect on mathematics self-efficacy. This study was guided by self-efficacy theory, intersectionality theory, and the model of domain learning as a conceptual framework. The participants in the study were 123 students from two universities in Virginia. Thirteen items measuring mathematics self-efficacy from the Mathematics Self-Efficacy and Anxiety Questionnaire were used to measure mathematics self-efficacy. The study also collected data on ethnicity (African American vs. White) and academic level (high level vs. low level). The three research questions explored were: (a) whether mathematics self efficacy differed by ethnicity, (b) whether mathematics self-efficacy differed by academic level, and (c) whether ethnicity and academic level had interaction effect on mathematics self-efficacy. The first two questions were addressed using two one-way ANOVAs, and the third question was addressed using a two-way ANOVA. The results of the study suggested that there was no statistically significant difference in mathematics self-efficacy by ethnicity (F(1, 121) = 2.153, p = .145) and by academic level (F(1, 121) = 0.073, p = .787). Additionally, the results of the study suggested that there was no statistically significant interaction effect of ethnicity and academic level on mathematics self-efficacy (F(3, 119) = 0.733, p = .535, partial η2 = .018). The implications of the study and recommendations for future research are discussed.

ISBN: 9798438718253Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Academic levels

Comparison of Mathematics Self-Efficacy in Female STEM Undergraduate Students by Ethnicity and Academic Levels.
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