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首页> 外文期刊>NACTA Journal >Self-efficacy as a predictor of academic performance among students in an entry-level crop science course.
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Self-efficacy as a predictor of academic performance among students in an entry-level crop science course.

机译：自我效能作为入门级作物科学课程学生学习成绩的预测指标。

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摘要

While considerable research has examined the academic and cognitive value of assessments, little has been reported within the discipline of Crop Science and its impact of college students' performance. The purpose of this descriptive-correlational study was to assess the strength of self-efficacy of students taking an introductory crop science. Students in two academic settings (land-grant university and a community college, N=112) taking an entry-level agriculture course participated in an assessment and a diagnostic test, where self-efficacy was assessed in five agriculture subject areas (crops, soils, plant identification, technical applications/equipment, plant physiology) before and after the course. Results revealed a consistent predictor of academic performance was based on the diagnostic test. Although the mean scores were higher on the postevaluation than on the pre-evaluation, self-efficacy was more consistently correlated with evaluation scores on the pre-assessment. This study presents a viable method for developing an evaluation tool to identify students that may require extra attention and course units, which may involve more class time or explanation.
机译：尽管大量研究检查了评估的学术和认知价值，但在作物科学学科及其对大学生表现的影响方面，几乎没有报道。这项描述性相关研究的目的是评估参加作物科学入门课程的学生的自我效能感。参加入门级农业课程的两个学术环境（赠款大学和社区学院，N = 112）的学生参加了评估和诊断测试，并在五个农业学科领域（作物，土壤）评估了自我效能，课程之前和之后的植物识别，技术应用/设备，植物生理学）。结果显示，基于诊断测试，学业成绩的预测指标是一致的。尽管评估后的平均得分高于评估前的平均得分，但自我效能与评估前的得分更一致。这项研究提出了一种可行的方法，用于开发评估工具来识别可能需要额外关注的学生和课程单元，这可能需要更多的上课时间或更多解释。

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