國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Comparison of Mathematics Self-Efficacy in Female STEM Undergraduate Students by Ethnicity and Academic Levels./
Author:	Starr, Lisa Anne.
Description:	1 online resource (183 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (183 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798438718253Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Academic levelsIndex Terms--Genre/Form:

554714
Electronic books.

Comparison of Mathematics Self-Efficacy in Female STEM Undergraduate Students by Ethnicity and Academic Levels.
LDR:03083ntm a22003857 4500 001 1149173
005 20241007100304.5
006 m o d
007 cr bn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798438718253
035 $a (MiAaPQ)AAI29062348
035 $a AAI29062348
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Starr, Lisa Anne. $3 1475329
245 1 0 $a Comparison of Mathematics Self-Efficacy in Female STEM Undergraduate Students by Ethnicity and Academic Levels.
264 0 $c 2022
300 $a 1 online resource (183 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Topchyan, Ruzanna.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2022.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Mathematics education. $3 1148686
650 4 $a Womens studies. $3 1372829
653 $a Academic levels
653 $a Ethnicity
653 $a Mathematics self-efficacy
653 $a STEM
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0280
690 $a 0453
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 1179925
773 0 $t Dissertations Abstracts International $g 83-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29062348 $z click for full text (PQDT)