Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change
•Student profiles were formed using cluster analysis.•Prior knowledge, confidence in PK, self-efficacy, and interest were used.•Student profiles accounted for differences in conceptual change learning.•Confidence in prior knowledge may facilitate conceptual change in some cases.•Self-efficacy and in...
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| Veröffentlicht in: | Contemporary educational psychology 2014-04, Vol.39 (2), p.164-174 |
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| container_title | Contemporary educational psychology |
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| creator | Cordova, Jacqueline R. Sinatra, Gale M. Jones, Suzanne H. Taasoobshirazi, Gita Lombardi, Doug |
| description | •Student profiles were formed using cluster analysis.•Prior knowledge, confidence in PK, self-efficacy, and interest were used.•Student profiles accounted for differences in conceptual change learning.•Confidence in prior knowledge may facilitate conceptual change in some cases.•Self-efficacy and interest may help learners maintain conceptual change at times.
This study explored how confidence in prior knowledge, self-efficacy, interest, and prior knowledge interact in conceptual change learning. One hundred and sixteen college students completed an assessment of confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions before reading a refutation text on seasonal change. Students’ misconceptions and scientific understanding of seasonal change was then assessed before and after reading a refutation text, and again at a two week delayed posttest. Three profiles of students emerged based on their confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions. The profiles included: (1) Low (low confidence, self-efficacy, interest, and prior scientific understanding and high prior misconceptions), (2) mixed (high confidence, self-efficacy, and interest, but low prior scientific understanding and high prior misconceptions), and (3) high (high confidence, self-efficacy, interest, and prior scientific understanding and low prior misconceptions). Results indicated that the mixed profile appeared to be most productive for conceptual change and that learner characteristics most productive for conceptual change learning may differ from those most productive in other learning situations. |
| doi_str_mv | 10.1016/j.cedpsych.2014.03.006 |
| format | Article |
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This study explored how confidence in prior knowledge, self-efficacy, interest, and prior knowledge interact in conceptual change learning. One hundred and sixteen college students completed an assessment of confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions before reading a refutation text on seasonal change. Students’ misconceptions and scientific understanding of seasonal change was then assessed before and after reading a refutation text, and again at a two week delayed posttest. Three profiles of students emerged based on their confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions. The profiles included: (1) Low (low confidence, self-efficacy, interest, and prior scientific understanding and high prior misconceptions), (2) mixed (high confidence, self-efficacy, and interest, but low prior scientific understanding and high prior misconceptions), and (3) high (high confidence, self-efficacy, interest, and prior scientific understanding and low prior misconceptions). Results indicated that the mixed profile appeared to be most productive for conceptual change and that learner characteristics most productive for conceptual change learning may differ from those most productive in other learning situations.</description><identifier>ISSN: 0361-476X</identifier><identifier>EISSN: 1090-2384</identifier><identifier>DOI: 10.1016/j.cedpsych.2014.03.006</identifier><language>eng</language><publisher>Amsterdam: Elsevier Inc</publisher><subject>Assessment ; Biological and medical sciences ; College students ; Conceptual change ; Confidence judgments ; Educational psychology ; Fundamental and applied biological sciences. Psychology ; Interest ; Knowledge ; Learning ; Misconceptions ; Motivation ; Multivariate Analysis ; Prior knowledge ; Prior Learning ; Profiles ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Self Efficacy ; Selfefficacy</subject><ispartof>Contemporary educational psychology, 2014-04, Vol.39 (2), p.164-174</ispartof><rights>2014 Elsevier Inc.</rights><rights>2015 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c403t-b3aa6048d23f78728e6c2a3dbc5649ebe1921162514220f4da4c1017aeb94f7c3</citedby><cites>FETCH-LOGICAL-c403t-b3aa6048d23f78728e6c2a3dbc5649ebe1921162514220f4da4c1017aeb94f7c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://dx.doi.org/10.1016/j.cedpsych.2014.03.006$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,780,784,3550,27924,27925,30999,31000,45995</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=28608617$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Cordova, Jacqueline R.</creatorcontrib><creatorcontrib>Sinatra, Gale M.</creatorcontrib><creatorcontrib>Jones, Suzanne H.</creatorcontrib><creatorcontrib>Taasoobshirazi, Gita</creatorcontrib><creatorcontrib>Lombardi, Doug</creatorcontrib><title>Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change</title><title>Contemporary educational psychology</title><description>•Student profiles were formed using cluster analysis.•Prior knowledge, confidence in PK, self-efficacy, and interest were used.•Student profiles accounted for differences in conceptual change learning.•Confidence in prior knowledge may facilitate conceptual change in some cases.•Self-efficacy and interest may help learners maintain conceptual change at times.
This study explored how confidence in prior knowledge, self-efficacy, interest, and prior knowledge interact in conceptual change learning. One hundred and sixteen college students completed an assessment of confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions before reading a refutation text on seasonal change. Students’ misconceptions and scientific understanding of seasonal change was then assessed before and after reading a refutation text, and again at a two week delayed posttest. Three profiles of students emerged based on their confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions. The profiles included: (1) Low (low confidence, self-efficacy, interest, and prior scientific understanding and high prior misconceptions), (2) mixed (high confidence, self-efficacy, and interest, but low prior scientific understanding and high prior misconceptions), and (3) high (high confidence, self-efficacy, interest, and prior scientific understanding and low prior misconceptions). Results indicated that the mixed profile appeared to be most productive for conceptual change and that learner characteristics most productive for conceptual change learning may differ from those most productive in other learning situations.</description><subject>Assessment</subject><subject>Biological and medical sciences</subject><subject>College students</subject><subject>Conceptual change</subject><subject>Confidence judgments</subject><subject>Educational psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Interest</subject><subject>Knowledge</subject><subject>Learning</subject><subject>Misconceptions</subject><subject>Motivation</subject><subject>Multivariate Analysis</subject><subject>Prior knowledge</subject><subject>Prior Learning</subject><subject>Profiles</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Self Efficacy</subject><subject>Selfefficacy</subject><issn>0361-476X</issn><issn>1090-2384</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNqFkU9v1DAQxS0EEkvhKyBLCIlDE8Z_4iScQCsolSpxaSVultcet96m9mInVPvt69WWHnrhNHP4zZuZ9wh5z6BlwNTnbWvR7cre3rQcmGxBtADqBVkxGKHhYpAvyQqEYo3s1e_X5E0pWwDG5ChW5Hadog8Oo0UaIt3lkDK9jel-QneNp7Tg5Bv0Plhj96cVmTFjmamJ7jn8hZ5HPy0HqUJTpDbVbjcvZqL2xsRrfEteeTMVfPdYT8jVj--X65_Nxa-z8_W3i8ZKEHOzEcYokIPjwvdDzwdUlhvhNrZTcsQNspEzpnjHJOfgpTPSViN6g5tR-t6KE_LpqLvL6c9Sr9V3oVicJhMxLUWzTrKxH0aAin54hm7TkmO9rlKdYIx3I6-UOlI2p1Iyel1fvzN5rxnoQwZ6q_9loA8ZaBC6ZlAHPz7Km2LN5LOJNpSnaT4oGBTrK_f1yGG15W_ArIsNByNdyGhn7VL436oHnnygYA</recordid><startdate>20140401</startdate><enddate>20140401</enddate><creator>Cordova, Jacqueline R.</creator><creator>Sinatra, Gale M.</creator><creator>Jones, Suzanne H.</creator><creator>Taasoobshirazi, Gita</creator><creator>Lombardi, Doug</creator><general>Elsevier Inc</general><general>Elsevier</general><general>Elsevier BV</general><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope></search><sort><creationdate>20140401</creationdate><title>Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change</title><author>Cordova, Jacqueline R. ; Sinatra, Gale M. ; Jones, Suzanne H. ; Taasoobshirazi, Gita ; Lombardi, Doug</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c403t-b3aa6048d23f78728e6c2a3dbc5649ebe1921162514220f4da4c1017aeb94f7c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Assessment</topic><topic>Biological and medical sciences</topic><topic>College students</topic><topic>Conceptual change</topic><topic>Confidence judgments</topic><topic>Educational psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Interest</topic><topic>Knowledge</topic><topic>Learning</topic><topic>Misconceptions</topic><topic>Motivation</topic><topic>Multivariate Analysis</topic><topic>Prior knowledge</topic><topic>Prior Learning</topic><topic>Profiles</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Self Efficacy</topic><topic>Selfefficacy</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cordova, Jacqueline R.</creatorcontrib><creatorcontrib>Sinatra, Gale M.</creatorcontrib><creatorcontrib>Jones, Suzanne H.</creatorcontrib><creatorcontrib>Taasoobshirazi, Gita</creatorcontrib><creatorcontrib>Lombardi, Doug</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Contemporary educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cordova, Jacqueline R.</au><au>Sinatra, Gale M.</au><au>Jones, Suzanne H.</au><au>Taasoobshirazi, Gita</au><au>Lombardi, Doug</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change</atitle><jtitle>Contemporary educational psychology</jtitle><date>2014-04-01</date><risdate>2014</risdate><volume>39</volume><issue>2</issue><spage>164</spage><epage>174</epage><pages>164-174</pages><issn>0361-476X</issn><eissn>1090-2384</eissn><abstract>•Student profiles were formed using cluster analysis.•Prior knowledge, confidence in PK, self-efficacy, and interest were used.•Student profiles accounted for differences in conceptual change learning.•Confidence in prior knowledge may facilitate conceptual change in some cases.•Self-efficacy and interest may help learners maintain conceptual change at times.
This study explored how confidence in prior knowledge, self-efficacy, interest, and prior knowledge interact in conceptual change learning. One hundred and sixteen college students completed an assessment of confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions before reading a refutation text on seasonal change. Students’ misconceptions and scientific understanding of seasonal change was then assessed before and after reading a refutation text, and again at a two week delayed posttest. Three profiles of students emerged based on their confidence in prior knowledge, self-efficacy, interest, prior scientific understanding, and prior misconceptions. The profiles included: (1) Low (low confidence, self-efficacy, interest, and prior scientific understanding and high prior misconceptions), (2) mixed (high confidence, self-efficacy, and interest, but low prior scientific understanding and high prior misconceptions), and (3) high (high confidence, self-efficacy, interest, and prior scientific understanding and low prior misconceptions). Results indicated that the mixed profile appeared to be most productive for conceptual change and that learner characteristics most productive for conceptual change learning may differ from those most productive in other learning situations.</abstract><cop>Amsterdam</cop><pub>Elsevier Inc</pub><doi>10.1016/j.cedpsych.2014.03.006</doi><tpages>11</tpages></addata></record> |
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| source | Elsevier ScienceDirect Journals Complete; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Assessment Biological and medical sciences College students Conceptual change Confidence judgments Educational psychology Fundamental and applied biological sciences. Psychology Interest Knowledge Learning Misconceptions Motivation Multivariate Analysis Prior knowledge Prior Learning Profiles Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Self Efficacy Selfefficacy |
| title | Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change |
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