/References
References 2017-10-11T08:16:25+00:00

References of the STEAM4U project

In this page you will find a list of all the works we have used to build and support the STEAM4U project

  • Andrew, S. (1998). Self-efficacy as a predictor of academic performance in science. Journal of Advanced Nursing, 27(3), 596–603. http://doi.org/10.1046/j.1365-2648.1998.00550.x
  • Baldwin, J. A. J. a., Ebert-May, D., & Burns, D. J. D. J. (1999). The development of a college biology self-efficacy instrument for nonmajors. Science Education, 83(4), 397–408.
  • Barros, M. A., Laburú, C. E., & Da Silva, F. R. (2010). An instrument for measuring self-efficacy beliefs of secondary school physics teachers. Procedia – Social and Behavioral Sciences, 2(2), 3129–3133. http://doi.org/10.1016/j.sbspro.2010.03.476
  • Bleicher, R. E. (2004). Revisiting the STEBI-B: Measuring Self-Efficacy in Preservice Elementary Teachers. School Science and Mathematics, 104(8), 383–391.
  • Britner, S. L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical, and earth science classes. Journal of Research in Science Teaching, 45(8), 955–970. http://doi.org/10.1002/tea.20249
  • Bryant, S. K. (2017). Self-efficacy sources and academic motivation: A qualitative study of 10th graders. Electronic Theses and DIssertations. Retrieved from https://search.proquest.com/docview/1907564604?accountid=15272
  • Choi, N., Fuqua, D. R., & Griffin, B. W. (2001). Exploratory analysis of the structure of scores from the multidimensional scales of perceived self-efficacy. Educational and Psychological Measurement, 61(3), 475–489. http://doi.org/10.1177/00131640121971338
  • Compeau, D. R., & Higgins, C. A. (1995). Development of a Measure and Initial Test, (June), 189–212.
  • DeWitt, J., Archer, L., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2011). High aspirations but low progression: The science aspirations-careers paradox amongst minority ethnic students. International Journal of Science and Mathematics Education, 9(2), 243–271. http://doi.org/10.1007/s10763-010-9245-0
  • Glynn, S. M., Brickman, P., Armstrong, N., & Taasoobshirazi, G. (2011). Science motivation questionnaire II: Validation with science majors and nonscience majors. Journal of Research in Science Teaching, 48(10), 1159–1176. http://doi.org/10.1002/tea.20442
  • Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science motivation questionnaire: Construct validation with nonscience majors. Journal of Research in Science Teaching, 46(2), 127–146. http://doi.org/10.1002/tea.20267
  • Hibbs, D. F. (2012). An Investigation of the Self-Efficacy Beliefs of Black and Hispanic Students that have Experienced Success or Failure in Mathematics. Seton Hall University Dissertations and Theses (ETDs). Retrieved from http://scholarship.shu.edu/cgi/viewcontent.cgi?article=2843&context=dissertations
  • Ketelhut, D. J. (2011). Assessing gaming, computer and scientific inquiry self-efficacy in a virtual environment. In L. Annetta & S. Bronack (Eds.), Serious Educational Game Assessment. Practical methods and models for educational games, simulations and virtual worlds. (pp. 221–240). Sense Publishers. http://doi.org/10.1007/978-94-6091-329-7
  • Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The Development of the STEM Career Interest Survey (STEM-CIS). Research in Science Education, 44(3), 461–481. http://doi.org/10.1007/s11165-013-9389-3
  • Marra, R. M., Schuurman, M., Moore, C., & Bogue, B. (2005). Women engineering students’ self-efficacy beliefs–The longitudinal picture. Proceedings of the Annual Meeting of the American Society for Engineering Education, 10(1), 15.
  • McGee, J. R., & Wang, C. (2014). Validity-Supporting Evidence of the Self-Efficacy for Teaching Mathematics Instrument. Journal of Psychoeducational Assessment, 32(5), 390–403. http://doi.org/10.1177/0734282913516280
  • Midgley, C., Maehr, M. L., Hicks, L., Roeser, R., Urdan, T., Anderman, E. M., … Middleton, M. J. (2000). Manual for the Patterns of Adaptive Learning Scales. Retrieved from http://www.robertroeser.com/docs/publications/2005_AndermanUrdanRoeser_PALS.pdf
  • Minett, R. C. (2015). A qualitative study investigating the sources of teacher efficacy beliefs, (June).
  • Moseley, C., Bonner, E., & Ibey, M. (2016). The impact of guided student-generated questioning on chemistry achievement and self-efficacy of elementary preservice teachers. European Journal of Science and Mathematics Education, 4(1), 1–16.
  • Muris, P. (2001). A Brief Questionnaire for Measuring Self-Efficacy in Youths. Journal of Psychopathology and Behavioral Assessment, 23(3), 145–149. http://doi.org/10.1023/A:1010961119608
  • Ramey-Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3), 283–315.
  • Riggs, I. M., & Enochs, L. G. (1989). Science Teaching Efficacy Belief Instrument. National Association for Research in Science Teaching, 31. http://doi.org/10.1002/sce.3730740605
  • Ritter, J. M., Boone, W. J., & Rubba, P. A. (2001). An Extension Analysis on the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers. In Proceedings of the Annual Meeting of the Association for the Education of Teachers in Science (p. 38).
  • Roberts, K. J., & Henson, R. K. (2000). Self-Efficacy Teaching and Knowledge Instrument for Science Teachers (SETAKIST): A Proposal for a New Efficacy. Paper Presented at the Annual Meeting of the Mid-South Educational Research Association (28th, Bowling Green, KY, November 17-19, 2000).
  • Schmitz, B., & Perels, F. (2011). Self-monitoring of self-regulation during math homework behaviour using standardized diaries. Metacognition and Learning. http://doi.org/10.1007/s11409-011-9076-6
  • Schunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist, 26, 207–231.
  • Spradley, J. P. (1980). Participant Observation. Orlando: Harcourt Brace Jovanovich College Publishers.
  • Thomas, G., Anderson, D., & Nashon, S. (2008). Development of an Instrument Designed to Investigate Elements of Science Students’ Metacognition, Self‐Efficacy and Learning Processes: The SEMLI‐S. International Journal of Science Education, 30(13), 1701–1724. http://doi.org/10.1080/09500690701482493
  • Usher, E. L. (2009). Sources of Middle School Students’ Self-Efficacy in Mathematics: A Qualitative Investigation. American Educational Research Journal, 46(1), 275–314. http://doi.org/10.3102/0002831208324517
  • Uzuntiryaki, E., & Aydin, Y. Ç. (2009). Development and validation of chemistry self-efficacy scale for college students. Research in Science Education, 39(4), 539–551. http://doi.org/10.1007/s11165-008-9093-x
  • Zeldin, A. L., & Pajares, F. (2000). Against the Odds: Self-Efficacy Beliefs of Women in Mathematical, Scientific, and Technological Careers. American Educational Research Journal, 37(1), 215–246. http://doi.org/10.3102/00028312037001215