Previous neuroscience exposure predicts self-efficacy among undergraduate students

Abstract

Background

Academic self-efficacy refers to undergraduates' beliefs in their abilities to execute the necessary actions to meet academic goals. Studies suggest that academic self-efficacy is essential to undergraduates’ development, affecting their integration, motivation, and academic success. Research also indicates that understanding general neuroscience concepts can shape the motivation to overcome challenges and succeed in the educational setting. However, the relationship between self-efficacy in higher education and exposure to neuroscience is still under-researched in the scientific literature. This study aims to examine prior exposure to neuroscience and identify predictors of self-efficacy among undergraduate students.

Methods

Data from 303 undergraduates were collected through online surveys, covering information on sociodemographics and prior exposure to neuroscience (i.e., no exposure, extracurricular neuroscience courses, neuroscience-related classes, and both). Additionally, a general neuroscience knowledge questionnaire was conducted to ascertain students' familiarity with the subject, and the Higher Education Self-Efficacy Scale (HESE) was used to measure perceptions of self-efficacy within the context of higher education. Descriptive and inferential analyses (t-test and one-way ANOVA) compared general neuroscience knowledge and HESE scores between groups, while linear regression identified HESE predictors.

Results

Performance on the general neuroscience knowledge questionnaire was consistent across gender, institution type, and field of study, but there was a significant difference among the levels of exposure to neuroscience (F_(3,299) = 8.45, p < 0.001, η² = 0.08). Self-efficacy was higher in private institution students (t₍₃₀₁₎ = 4.07, p < 0.001, d = 0.66) and those with more neuroscience exposure (i.e., both neuroscience-related classes and extracurricular neuroscience courses) (F_(3,299) = 3.73, p = 0.01, η² = 0.04). Regression models indicated institution type (i.e., private) and neuroscience exposure (i.e., neuroscience-related classes, and both neuroscience-related classes and extracurricular neuroscience courses) as significant self-efficacy predictors (adjusted R² = 0.07, F_(5,297) = 5.21, p < 0.001).

Conclusions

The results present novel findings for the field of neuroeducation, highlighting the significant relationship between previous exposure to neuroscience and increased self-efficacy in undergraduate students. The study emphasizes the need for neuroeducation programs for undergraduates, equipping them with tools to support their academic success and personal well-being.