超越绩效指标：通过社交网络镜头检查学生物理自我效能感的下降
Beyond performance metrics: Examining a decrease in students' physics self-efficacy through a social network lens
摘要：
介绍物理学的建模教学（MI）方法表明，学生对物理学的概念理解和态度显着增加。根据这些发现，我们调查了学生自我效能感的变化，同时考虑到结构的贡献，职业决策过程。在佛罗里达国际大学的2014年秋季和2015年MI课程的学生表现出自我效能感和整体自我效能感（N = 147）的每一个来源减少，如测量的科学课程的自我效能感的来源-物理（SOSESC-P）调查。无论学生的性别或种族如何，这一点都是正确的。鉴于MI课程的高度互动性和SOSESC-P上观察到的下降，我们选择进一步探讨学生自我效能的变化，作为三个中心性指标的函数（即，课堂社交网络中的关系位置）：inDegree、outDegree和PageRank。我们通过定期要求学生列出与他们有意义互动的同龄人的名字来收集社交网络数据。虽然控制的前SOSESC-P分数，自举线性回归显示后自我效能分数预测的PageRank中心。当分解的自我效能的来源，PageRank中心性被证明是直接相关的学生的掌握经验的感觉。InDegree与口头说服经验相关，而OutDegree与口头说服和替代学习经验相关。我们认为，在积极学习课堂上的社交网络的分析有助于揭示自我效能发展的细微差别。
英文摘要：
The Modeling Instruction (MI) approach to introductory physics manifests significant increases in student conceptual understanding and attitudes toward physics. In light of these findings, we investigated changes in student self-efficacy while considering the construct's contribution to the career-decision making process. Students in the Fall 2014 and 2015 MI courses at Florida International University exhibited a decrease on each of the sources of self-efficacy and overall self-efficacy (N = 147) as measured by the Sources of Self-Efficacy in Science Courses-Physics (SOSESC-P) survey. This held true regardless of student gender or ethnic group. Given the highly interactive nature of the MI course and the drops observed on the SOSESC-P, we chose to further explore students' changes in self-efficacy as a function of three centrality measures (i.e., relational positions in the classroom social network): inDegree, outDegree, and PageRank. We collected social network data by periodically asking students to list the names of peers with whom they had meaningful interactions. While controlling for PRE scores on the SOSESC-P, bootstrapped linear regressions revealed post-self-efficacy scores to be predicted by PageRank centrality. When disaggregated by the sources of self-efficacy, PageRank centrality was shown to be directly related to students' sense of mastery experiences. InDegree was associated with verbal persuasion experiences, and outDegree with both verbal persuasion and vicarious learning experiences. We posit that analysis of social networks in active learning classrooms helps to reveal nuances in self-efficacy development.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
