Self-Efficacy: Empowering Success from Within

Self-efficacy, a cornerstone of Social Cognitive Theory (SCT) (Bandura 1977), embodies the belief in one's own ability to succeed in specific situations. This critical construct (in this context, student self-efficacy), has been established to reliably predict student performance (Doménech-Betoret, Gómez-Artiga et al. 2014, Alqurashi 2016). For example, (Macphee,Farro et al. 2013) suggest a reciprocal relationship between perceived self-efficacy, performance, and persistence, “reinforcing each other over time”. In (Dacre Pool and Qualter 2013) the authors show that self-efficacy is a motivational attitude and can be associated with course performance. Prior studies have provided strong evidence that self-efficacy is a positive predictor of performance outcomes in different subjects ((Schunk 2008);(Usher and Pajares 2008)).

With increased acceptance of online as the mainstream, there is an urgent need to characterize with exactitude how standards-based online course redesign can lead to enhanced student performance.

Equity Crisis: Project-SOAR is both urgent and relevant

Project-SOAR at Sacramento State is particularly relevant and urgent for two reasons:

1) Project-SOAR addresses urgent equity gaps in high-enrollment engineering courses at Sacramento State, ensuring that underrepresented students gain equitable access to STEM education through redesigned, high-quality online courses.

2) As online education becomes essential, Project-SOAR focuses on enhancing self-efficacy in virtual STEM courses, providing timely solutions to improve student performance and reduce disparities in online learning environments.

It is to be noted that the equity gaps are not unique to one particular university or institution. These are pervasive across the nation - its an equity crisis out there, however, by virtue of its diverse student population, the interventions are particularly relevant at Sacramento State.

Sacramento State is an ideal venue for conducting this project also because of its strong Discipline-Based Education Research community and a commitment from upperlevel administrators to ensure success for all students.