1. 1 Myron Eighmy, Ed. D. Tom Hall, Ed. D. North Dakota State University, Fargo, ND

2. 2 Presentation Title: Doctoral Student Self-Efficacy and the Formation of Scholars

3. 3 What drives success? Albert Bandura Self-efficacy “…one's belief in one's ability to succeed in specific situations.”

4. 4 What is Self-Efficacy? Belief that one is capable of performing in a certain manner or attaining certain goals. The beliefs about one’s own capability to learn and perform behaviors at designated levels (Bandura, 1986, 1997)

5. 5 Four Components of Self-Efficacy Experience Modeling (Vicarious Experience) Social Persuasions Physiological Factors

6. 6 Sources of Self-Efficacy Experience Mastery experience is the most important factor deciding a person’s self-efficacy Success raises self-efficacy; failure lowers it.

7. 7 Sources of Self-Efficacy Modeling (Vicarious Experience) The process of comparing between yourself and someone else. When we see someone else succeed; we can envision ourselves succeeding. Modeling is a powerful influence when a person is unsure of self.

8. 8 Sources of Self-Efficacy Social Persuasions Relates to encouragement and discouragement. Positive persuasion increases self-efficacy; negative persuasion decreased self-efficacy. It is easier to decrease someone’s self- efficacy than it is to increase it.

9. 9 Sources of Self-Efficacy Physiological Factors Stressful situation can cause physiological reactions. The interpretation of these reactions and the severity of these reactions influence self- efficacy. If a person associates the physiological reaction to their ability or inability it to perform, it influences self-efficacy.

10. 10 Characteristics of a Strong Sense of Self-Efficacy View challenging problems as tasks to be mastered Develop deeper interest in the activities in which they participate Form a stronger sense of commitment to our interests and activities Recover quickly from setbacks and disappointments

11. 11 Characteristics of a Weak Sense of Self-Efficacy Avoid challenging tasks Believe that different tasks and situations are beyond their capabilities Focus on personal failings and negative outcomes Quickly lose confidence in personal abilities.

12. 12 Doctoral Education in the U.S. “Research doctorates are differentiated by the field studied. Field of study has been a characteristic of doctorates awarded in the United States since 1861, when the first three U.S. doctorates were awarded. Those degrees, conferred by Yale, were in the fields of philosophy and languages, classics, and physics”. (Thurgood et al., 2006, p. 11).

13. 13 Doctoral Education in the U.S. Survey of Earned Doctorates Title: Doctorate Recipients from US Universities – Summary Report 2007- 2008 www.nsf.gov/statistics/nsf10309/pdf/nsf10309.pdf

14. 14 Doctoral Education in the U.S. 1960 approx. 10,000 doctorates awarded by 200 colleges/universities 2008 – 48,802 doctorates awarded by 421 colleges/universities Education - 1 of 292 fields of specialization for research doctoral degrees in 2008

15. 15 Doctorates in the field of Education 1978 – 7,194 2008 – 6,577 Educational Administration 1978 – 1,455 2008 – 2,248

16. 16 Growing female demographic 1978 – 27% female 2008 – 46% female Education 1978 – 40% female 2008 – 67% female

17. 17 Doctoral Education in the U.S. “By the end of the 20th century, a total of 426 institutions had awarded more than 1.36 million doctorates”. Thurgood, L., Golladay, M. J., & Hill, S. T. (2006, June). U.S. Doctorates in the 20 th century. National Science Foundation, Division of Science Resources Statistics, NSF 06-319.

18. 18 Doctoral Education in the U.S. “The field of education produced more doctorates every year from 1962 to 1999 than any other major field. Education’s share of doctorates was nearly 16 percent by 1995–99 but was greatest in the 1970s and 1980s, when it ranged from 20 to 23 percent. The number of awards remained level from the late 1980s through the end of the century” (Thurgood et al., 2006, p.15).

19. 19 Doctoral Education in the U.S. “About half of today’s doctoral students are lost to attrition – and in some programs the numbers are higher yet” Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C, & Hutchings, P. (2008). The formation of scholars: Rethinking doctoral education for the twenty-first century. Stanford, CA: Jossey-Bass.

20. 20 Doctoral Education in the U.S. “… more than a third of those who exit doctoral programs do so during the first year, mostly because they have been decisively disillusioned. Academic failure accounts for but a small percentage of these or later departures, and even academic failure often flows from poor understanding of program requirements, lack of adequate advising, and a deep conviction that the department is indifferent to one's fate.” Lovitts, B. E., & Nelson, C. (2000, Nov/Dec). The hidden crisis in graduate education: Attrition from Ph.D. programs. American Association of University Professors. www.aaup.org/pubsres/academe/2000/ND/Feat/lovi.htm

21. 21 Design of the Study Population Students enrolled in the Education Doctorate Programs Instrument: Doctoral Student Self-Efficacy Inventory Four Constructs - 63 items Experience - 19 items Modeling - 14 items Social Influences - 12 items Psychological Factors - 18 items Continuous Scale - 0-100 (0 = No confidence; 50 = somewhat confident; 100 = completely confident).

22. 22 Data Collection 1st semester - the Doctoral Program orientation course - Issues in Education (EDUC 787) n = 27 After all courses have been completed - Capstone (EDUC 790) n = 15

23. 23 Data Analysis Descriptive statistics = mean, standard deviation, mean differences Independent samples t test. (p =.05)

24. 24 Findings Experience Construct - Mastery experience is the most important factor deciding a person’s self-efficacy Significant differences on all of the 19 items Students’ average score increased 20.1 Orientation mean = 69.5 Capstone mean = 89.6 28.9% gain in confidence

25. 25 Findings Modeling (Vicarious Experience) The process of comparing between yourself and someone else. Students average scores increased 12.4 Orientation mean = 77.2 Capstone mean = 89.6 Significant differences on 11 of 14 items

26. 26 Findings Social Influences Relates to encouragement and discouragement. Students average scores increased 5.5 Orientation mean = 74.6 Capstone mean = 80.2 Significant differences on 3 of 12 items

27. 27 Findings Psychological Factors Ones ability to deal with stressful situations can influence self-efficacy. Students average scores increased 10.1 Orientation mean = 78.7 Capstone mean = 88.8 Significant differences on 9 of 18 items (p =.05)

28. 28 Areas of Concern Social Influences Others outside the academic community think that I am using my time wisely by working toward the doctorate. O 67.1 - C 67.5 Those with whom I socialize appreciate the value of the doctorate. O 69.8 - C 71.4 I can balance the commitments between school, work, and family without feeling guilty. O 59.4 - C 68.9

29. 29 Areas of Concern Social Influences My doctoral program will not have social and psychological cost to my family. O 56.1 - C 74.3 When I earn my doctoral degree, I will not be viewed as an outsider by others. O 68.8 - C 73.8 I have someone that I can talk to that understands my life as a scholar. O 79.8 - C 81.8 I have family members who are interested in the progress of my education. O 80.9 - C 79.6

30. 30 Areas of Concern Modeling I have support from someone who understands the doctoral process. O 80.0 - C 81.4 I have co-workers who have an appreciation for my desire to grow professionally. O 77.6 - C 79.2

31. 31 Implications for Practice Identify strategies to provide social support systems for students. Involve spouse in orientation sessions to build family support. Develop a mentoring network of program graduates to assist students. Create opportunities for students to get together for networking.

32. 32 Plan for future research Survey recent graduates. Study characteristics of drop-outs. Need to validate instrument and determine item “fit” in each of the constructs. Conduct paired-samples t test for matched surveys. Determine differences between on-campus and distance students.

33. 33 Contact Information Thomas.E.Hall@ndsu.edu Myron.eighmy@ndsu.edu