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First-Year College Students’
STEM-Related Self-Efficacy:
Longitudinal Measurement Invariance
and Trajectories by Gender
Jaeyun HanKelsey A. Corcoran
Dr. Caihong R. LiCalah J. Ford
Xiao-Yin ChenCara E. Worick
Dr. Ellen L. UsherDr. Christia S. Brown
Social Cognitive Theory
Behaviors
Environmental
Factors
Personal
Factors
College campus Self-efficacy
(Bandura, 1997)
(Larson et al., 2015)
(Richardson et al., 2012)
Postsecondary Achievement
Persistence
Literature Review
• Little research has investigated
how college students’ self-efficacy
changes over time (Lent et al., 2018)
• Women have reported lower
self-efficacy than men in STEM-
related fields (Huang, 2013)
Research Questions
RQ1
Are STEM-related self-efficacy items stable over time?
RQ2
How does STEM-related self-efficacy change over time?
RQ3
Does the change in STEM-related self-efficacy differ by gender?
Participants and Procedure
• Participants (N = 3,040; 60% women) were first-year
students enrolled at a land-grant public institution
• In 2017-2018, students completed three online surveys on their academic motivation
T1
August
T2
December
T3
April
Self-Efficacy Measure
“How confident are you that you can do the following tasks in your
quantitative classes, which include subjects such as science,
technology, math, and engineering?”
Strongly
Disagree
Strongly
Agree
1. Understand the most difficult concepts
taught in my quantitative classes.1 2 3 4
2. Master the skills taught in my quantitative
classes.1 2 3 4
3. Do well on the assignments in quantitative
subjects.1 2 3 4
4. Do well on tests in quantitative subjects. 1 2 3 4
Analyses
Longitudinal
Measurement
Invariance
Linear Growth
Model
RQ1 RQ2
Linear Growth
Model by Gender
RQ3
Results: Measurement Invariance (RQ1)
Configural
Invariance
Weak
Invariance
∆ χ2 = 7.68, p = .26 ∆ χ2 = 6.47, p = .17
Partial Strong
Invariance
Self-efficacy was measured equivalently over time.
Model Fit: χ2 = 455.592, df = 63, p < .001, CFI = .983,
RMSEA = .045, SRMR = .026
Quantitative
Self-Efficacy
(T1)
Quantitative
Self-Efficacy
(T2)
Quantitative
Self-Efficacy
(T3)
Intercept
Linear Slope
(Mslope = .05,
p < .001)
-.27
Results: Change in Self-Efficacy (RQ2)
Negative correlation between intercept
and slope, r = -.30, p < .001.
2.5
2.7
2.9
3.1
3.3
3.5
August, 2017 December, 2017 April , 2018
Women Men
• Men’s initial self-efficacy
scores were significantly
higher than women’s.
• Men had a slower rate of
change than women.
Results: Self-Efficacy Change By Gender (RQ3)
Discussion and Future Directions
Which factors are responsible for
closing the gap?
Want more information?
Please contact Jaeyun Han at [email protected]
Visit the P20 Motivation and Learning Lab at p20motivationlab.org
Thank you!