“I'm just not that great at science”: Science self‐efficacy in arts and communication students

Abstract Research in science education confirms the importance of self‐efficacy in students' persistence and success in the sciences. The current study examined the role of science self‐efficacy in nonspecialist, arts and communication‐oriented students encountering science in a general education context. Participants (N = 275) completed a beginning‐ and end‐of‐semester survey including a Science Self‐Efficacy Scale, a “connection to science” measure—the Inclusion of Science in Self Scale—and a Science Anxiety Scale. Participants also responded to two open‐ended “sources of science efficacy” questions, and provided background/demographic information and access to their academic records. Results showed a significant increase in science self‐efficacy and connection to science—although no change in science anxiety—over the course of the semester. The observed shift in self‐efficacy for minority and international students was of particular note. These students started the course with lower confidence but, by the end of the semester, reported comparable science self‐efficacy, and achieved similar grades to their White/Non‐Hispanic and US resident classmates. Contrary to expectations, science self‐efficacy did not predict performance in the class. However, students' self‐reported sources of efficacy indicated increased confidence in using science in daily life, and confirmed the value of mastery experiences and of personally meaningful, student‐centered course design in scaffolding student confidence. Results are discussed in terms of the individual and instructional factors that support science self‐efficacy and student success in this unique, general education science environment.