ACADEMIC SELF-EFFICACY, ATTITUDES AND KNOWLEDGE AMONG UNDERGRADUATE BIOSTATISTICS STUDENTS

Authors

  • Micky Olutende Oloo Department of Health Promotion and Sports Science, Masinde Muliro University of Science and Technology, Kakamega, Kenya
  • Maximilla N. Wanzala Department of Public Health, Epidemiology and Biostatistics, Masinde Muliro University of Science and Technology, Kakamega, Kenya
  • Issah Kweyu Wabuyabo Department of Health Promotion and Sports Science, Masinde Muliro University of Science and Technology, Kakamega, Kenya
  • Anthony Muchiri Wangui Department of Health Promotion and Sports Science, Masinde Muliro University of Science and Technology, Kakamega, Kenya

DOI:

https://doi.org/10.46827/ejes.v0i0.2354

Keywords:

self-efficacy, attitude, undergraduate students, biostatistics, Kenya

Abstract

Objective: The objectives of the present study were to evaluate the academic self-efficacy, content knowledge and confidence in these responses, as well as attitudes of students in an undergraduate biostatistics course. Design: The study was a cross-sectional analytical design. Setting: The study was carried out in Masinde Muliro University of science and technology Sample: Sampling frame consisting of 114 students who had at least taken a biostatistics course. Probability sampling technique of purposive sampling method was applied to select the students. (n = 114) Analysis: Data were analyzed through path analysis and confirmatory factor analysis. Main measures: Self-efficacy, confidence, attitude and knowledge Results: The estimation of this hypothesized structural model yielded an acceptable fit to the data, χ2 =45.9, df = 2; χ2/df ratio =22.123 (good), CFI = .933; RMSEA = .071, with 90% C.I. = .044 - .083, SRMR = .078. Attitude was a direct predictor of self-efficacy (β = .490, p < .001), confidence was a direct predictor of self-efficacy (β = .400, p < .001), self-efficacy was a direct predictor of knowledge (β = .515, p < .001). Conclusion: The study concludes that academic self-efficacy and optimism were strongly related to performance. Therefore, this study supports previous literature that found academic self-efficacy affects the success of students in the sciences. Recommendation: Educators should be aware of students' personality antecedents in order to improve their students' beliefs about their capabilities to master different areas of coursework.

 

Article visualizations:

Hit counter

DOI

References

Alexander, K.L., Entwisle, D.R., & Kabbani, N.S. (2001). The drop-out process in life course perspective: Early risk factors at home and school. Teachers College Record, 103, 760–822. http://dx.doi.org/10.1097/00004583-199007000-00014.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. Journal of Social Psychology, 130, 353—363

Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. Instructional Journal of Behavioral Development,14, 153-164

Caprara, G.V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G.M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534.

Cervone, D., & Peake, P.K. (1986). Anchoring, efficacy, and action: The influence of judgmental heuristics on self-efficacy judgments and behavior. Journal of Personality and Social Psychology, 50, 492-501.

Chemers, M.M., Hu, L., & Garcia, B.F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64.

Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press

Di Giunta, L., Alessandri, G., Gerbino, M., Luengo Kanacri, P., Zuffiano, A., & Caprara, G.V. (2013). The determinants of scholastic achievement: The contribution of personality traits, self-esteem, and academic self-efficacy. Learning and Individual Differences, 27, 102-108.

Diseth, Å. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195.

Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218−232

Greene, B.A., Miller, R. B., Crowson, H.M., Duke, B.L., & Akey, K.L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29,462−482.

Greene, B.A., Miller, R.B., Crowson, H.M., Duke, B.L., & Akey, K.L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29,462−482.

Liang, C., & Chang, C. (2014). Predicting scientific imagination from the joint influences of intrinsic motivation, self-efficacy, agreeableness, and extraversion. Learning and Individual Differences, 31, 36-42.

Liem, A.D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486−512.

Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41,954-969.

Multon, K.D., Brown, S.D., & Lent, R.W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30−38.

Pajares, F., & Miller, M.D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology,86, 193-203.

Pintrich, P.R., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in classroom academic tasks. In D. Schunk & J. Meece (Eds.), Student perception in the classroom: Causes and consequences (pp. 149-183). Hillsdale, NJ: Erlbaum.

Ryan, R.M., & Deci, E.L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67.

Schunk, D.H. (1984a). Enhancing self-efficacy and achievement through rewards and goals: Motivational and informational effects. Journal of Educational Research, 78,29-34.

Schunk, D.H. (1984b). Sequential attributional feedback and children’s achievement behaviors. Journal of Educational Psychology, 76, 1159-1169.

Schunk, D.H., & Hanson, A.R. (1985). Peer models: Influence on children’s self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322.

Schunk, D.H., & Swartz, C.W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.

Skaalvik, E.M., & Rankin, R.J. (1995a). A test of the internal/external frame of reference model at different levels of math and verbal self-perception. American Educational Research Journal, 32, 161-184.

Vollmer, F. (1984). Expectancy and academic achievement. Motivation and Emotion, 8, 67-76.

Walker, C.O., Greene, B.A., & Mansell, R.A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16, 1−12

Zimmerman, B.J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284-290.

Downloads

Published

2019-03-27

Issue

Vol 5, No 12 (2019)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).