Mathematics Self-Efficacy and its Relation to STEM Education
Abstract
Mathematics self-efficacy is defined as one’s beliefs of their ability to complete mathematics tasks (Pajares 2006). Previous research demonstrates that mathematics self-efficacy influences educational choices and attainment. Specifically, people with higher mathematics self-efficacy are more likely to aspire to participate in STEM majors and careers (Lent et al. 1996; Trusty and Niles 2003). STEM occupations tend to have high levels of income (Stratte et al. 2020), and thus mathematics self-efficacy also predicts occupational outcomes and chances for social mobility. This dissertation uses data from the National Education Longitudinal Study (NELS 1998-2000) to shed light on the factors that affect students' mathematics-efficacy, which in turn, impact educational and occupational outcomes. It also extends existing literature on gender differences in STEM education, suggesting that interventions supporting students’ mathematics-efficacy should be aimed towards women and disadvantaged students, for whom higher levels of math-efficacy could increase chances for social mobility.
The dissertation takes the form of three separate, but related, empirical research paper. Chapter 2 examines whether students' perceptions of their teachers' emphasis on mathematics, and type of school, are associated with students' mathematics-efficacy. I find that math teachers matter more for low SES students than for students from more privileged backgrounds. Chapter 3 explores how in-class teaching practices impact students' mathematics-efficacy. I find a positive relationship between teachers' emphasis on conceptual mathematics knowledge and students' mathematics-efficacy, suggesting that teachers' in-class practices are critical for engaging students in mathematics related fields. Finally, Chapter 4 investigates the relationship between math-efficacy and the likelihood of enrolling and completing a STEM degree and how this relationship differs by gender. I find that higher levels of mathematics-efficacy are associated with higher probabilities of enrollment in and completion of physical STEM degrees, especially for males.