Embed Size (px)
Citation preview
1
Myron Eighmy, Ed. D.Tom Hall, Ed. D.
North Dakota State University, Fargo, ND
2
Presentation Title:Doctoral Student Self-
Efficacy and the Formation of Scholars
3
What drives success?Albert Bandura Self-efficacy
“…one's belief in one's ability to succeed in specific situations.”
4
What is Self-Efficacy?Belief that one is capable of performing
in a certain manner or attaining certain goals.
The beliefs about one’s own capability to learn and perform behaviors at designated levels (Bandura, 1986, 1997)
5
Four Components of Self-EfficacyExperienceModeling (Vicarious Experience)Social PersuasionsPhysiological Factors
6
Sources of Self-EfficacyExperience
Mastery experience is the most important factor deciding a person’s self-efficacy
Success raises self-efficacy; failure lowers it.
7
Sources of Self-EfficacyModeling (Vicarious Experience)
The process of comparing between yourself and someone else.
When we see someone else succeed; we can envision ourselves succeeding.
Modeling is a powerful influence when a person is unsure of self.
8
Sources of Self-EfficacySocial Persuasions
Relates to encouragement and discouragement.
Positive persuasion increases self-efficacy; negative persuasion decreased self-efficacy.
It is easier to decrease someone’s self-efficacy than it is to increase it.
9
Sources of Self-EfficacyPhysiological Factors
Stressful situation can cause physiological reactions.
The interpretation of these reactions and the severity of these reactions influence self-efficacy.
If a person associates the physiological reaction to their ability or inability it to perform, it influences self-efficacy.
10
Characteristics of a Strong Sense of Self-EfficacyView challenging problems as tasks to be
masteredDevelop deeper interest in the activities
in which they participateForm a stronger sense of commitment to
our interests and activitiesRecover quickly from setbacks and
disappointments
11
Characteristics of a Weak Sense of Self-EfficacyAvoid challenging tasksBelieve that different tasks and situations
are beyond their capabilitiesFocus on personal failings and negative
outcomesQuickly lose confidence in personal
abilities.
12
Doctoral Education in the U.S.“Research doctorates are differentiated
by the field studied. Field of study has been a characteristic of doctorates awarded in the United States since 1861, when the first three U.S. doctorates were awarded. Those degrees, conferred by Yale, were in the fields of philosophy and languages, classics, and physics”.
(Thurgood et al., 2006, p. 11).
13
Doctoral Education in the U.S.Survey of Earned DoctoratesTitle: Doctorate Recipients from US
Universities – Summary Report 2007-2008
www.nsf.gov/statistics/nsf10309/pdf/nsf10309.pdf
14
Doctoral Education in the U.S.1960 approx. 10,000 doctorates awarded
by 200 colleges/universities 2008 – 48,802 doctorates awarded by
421 colleges/universitiesEducation - 1 of 292 fields of specialization for research doctoral degrees in 2008
15
Doctorates in the field of Education1978 – 7,1942008 – 6,577
Educational Administration1978 – 1,4552008 – 2,248
16
Growing female demographic
1978 – 27% female2008 – 46% female
Education1978 – 40% female2008 – 67% female
17
Doctoral Education in the U.S.
“By the end of the 20th century, a total of 426 institutions had awarded more than 1.36 million doctorates”.
Thurgood, L., Golladay, M. J., & Hill, S. T. (2006, June). U.S. Doctorates in the 20th century. National Science Foundation, Division of Science Resources Statistics, NSF 06-319.
18
Doctoral Education in the U.S.“The field of education produced more
doctorates every year from 1962 to 1999 than any other major field. Education’s share of doctorates was nearly 16 percent by 1995–99 but was greatest in the 1970s and 1980s, when it ranged from 20 to 23 percent. The number of awards remained level from the late 1980s through the end of the century” (Thurgood et al., 2006, p.15).
19
Doctoral Education in the U.S.
“About half of today’s doctoral students are lost to attrition – and in some programs the numbers are higher yet”
Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C, & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. Stanford, CA: Jossey-Bass.
20
Doctoral Education in the U.S.“… more than a third of those who exit doctoral
programs do so during the first year, mostly because they have been decisively disillusioned. Academic failure accounts for but a small percentage of these or later departures, and even academic failure often flows from poor understanding of program requirements, lack of adequate advising, and a deep conviction that the department is indifferent to one's fate.”
Lovitts, B. E., & Nelson, C. (2000, Nov/Dec). The hidden crisis in graduate education: Attrition from Ph.D. programs. American Association of University Professors. www.aaup.org/pubsres/academe/2000/ND/Feat/lovi.htm
21
Design of the StudyPopulation
Students enrolled in the Education Doctorate Programs
Instrument: Doctoral Student Self-Efficacy Inventory
Four Constructs - 63 items Experience - 19 items Modeling - 14 items Social Influences - 12 items Psychological Factors - 18 items
Continuous Scale - 0-100 (0 = No confidence; 50 = somewhat confident; 100 = completely confident).
22
Data Collection1st semester - the Doctoral Program orientation
course - Issues in Education (EDUC 787)n = 27
After all courses have been completed - Capstone (EDUC 790)n = 15
23
Data AnalysisDescriptive statistics = mean, standard
deviation, mean differencesIndependent samples t test. (p = .05)
24
FindingsExperience Construct -
Mastery experience is the most important factor deciding a person’s self-efficacy
Significant differences on all of the 19 items Students’ average score increased 20.1
Orientation mean = 69.5Capstone mean = 89.6
28.9% gain in confidence
25
FindingsModeling (Vicarious Experience)
The process of comparing between yourself and someone else.
Students average scores increased 12.4Orientation mean = 77.2Capstone mean = 89.6
Significant differences on 11 of 14 items
26
FindingsSocial Influences
Relates to encouragement and discouragement.Students average scores increased 5.5
Orientation mean = 74.6Capstone mean = 80.2
Significant differences on 3 of 12 items
27
FindingsPsychological FactorsOnes ability to deal with stressful situations can
influence self-efficacy.Students average scores increased 10.1
Orientation mean = 78.7Capstone mean = 88.8
Significant differences on 9 of 18 items (p = .05)
28
Areas of ConcernSocial Influences
Others outside the academic community think that I am using my time wisely by working toward the doctorate. O 67.1 - C 67.5
Those with whom I socialize appreciate the value of the doctorate. O 69.8 - C 71.4
I can balance the commitments between school, work, and family without feeling guilty. O 59.4 - C 68.9
29
Areas of ConcernSocial Influences
My doctoral program will not have social and psychological cost to my family. O 56.1 - C 74.3
When I earn my doctoral degree, I will not be viewed as an outsider by others. O 68.8 - C 73.8
I have someone that I can talk to that understands my life as a scholar. O 79.8 - C 81.8
I have family members who are interested in the progress of my education. O 80.9 - C 79.6
30
Areas of ConcernModeling
I have support from someone who understands the doctoral process. O 80.0 - C 81.4
I have co-workers who have an appreciation for my desire to grow professionally. O 77.6 - C 79.2
31
Implications for PracticeIdentify strategies to provide social
support systems for students.Involve spouse in orientation sessions
to build family support.Develop a mentoring network of
program graduates to assist students.Create opportunities for students to
get together for networking.
32
Plan for future researchSurvey recent graduates.Study characteristics of drop-outs.Need to validate instrument and
determine item “fit” in each of the constructs.
Conduct paired-samples t test for matched surveys.
Determine differences between on-campus and distance students.
