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STUDENT SELF-EFFICACY AS A BUFFER AGAINST MALADAPTIVE REGRET IN EARLY ENGINEERING COURSES.

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Title: STUDENT SELF-EFFICACY AS A BUFFER AGAINST MALADAPTIVE REGRET IN EARLY ENGINEERING COURSES.
Authors: KIM, WOO J., JOHNSON, BRIELLE N., BLUE, JENNIFER, SUMMERVILLE, AMY, KIRKMEYER, BRIAN P.
Source: Education. Summer2022, Vol. 142 Issue 4, p174-187. 14p.
Subjects: STEM education, Semester system in education, Academic motivation, School enrollment, Affective education
Abstract: STEM students often struggle in their first-year fundamental courses. Negative psychological states after the first exam in those courses can serve as either a source of demotivation or motivation throughout the semester. We examined how self-efficacy altered the effect of regret about their first exam on course performance. Using a longitudinal study of students enrolled in early courses that engineering majors take in their first semester, we measured cognitive and affective regret about their first exam, both right after that first exam and a month later, and self-efficacy before the first exam. We found that regret right after the exam did not predict course grade. However, affective regret a month later reduced course grade, controlling for first exam grade. In addition, self-efficacy buffered that effect; students with high self-efficacy did not have their course grade affected by regret whereas those with low self-efficacy showed declines in their course grade due to regret. [ABSTRACT FROM AUTHOR]
Copyright of Education is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Education%22">Education</searchLink>. Summer2022, Vol. 142 Issue 4, p174-187. 14p.
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  Data: <searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br /><searchLink fieldCode="DE" term="%22Semester+system+in+education%22">Semester system in education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22School+enrollment%22">School enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+education%22">Affective education</searchLink>
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  Data: STEM students often struggle in their first-year fundamental courses. Negative psychological states after the first exam in those courses can serve as either a source of demotivation or motivation throughout the semester. We examined how self-efficacy altered the effect of regret about their first exam on course performance. Using a longitudinal study of students enrolled in early courses that engineering majors take in their first semester, we measured cognitive and affective regret about their first exam, both right after that first exam and a month later, and self-efficacy before the first exam. We found that regret right after the exam did not predict course grade. However, affective regret a month later reduced course grade, controlling for first exam grade. In addition, self-efficacy buffered that effect; students with high self-efficacy did not have their course grade affected by regret whereas those with low self-efficacy showed declines in their course grade due to regret. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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