RUME 28
2026
Alexandria, Virginia
Investigating the Alignment of Instructors’ and Students’ Perceived Self-Efficacy Levels and Sources in an Introduction-to-Proofs Course
Page: 1452
This poster highlights my investigation of alignment between an instructor’s and students’ perspectives on students’ self-efficacy levels and sources for using proving techniques in an Introduction-to-Proofs (ITP) course. This study is guided by Bandura’s self-efficacy theory (1977) and builds on Klassen’s and Lynch’s study (2007) that investigated alignment of perspectives on Grade 8 and 9 students with learning disabilities’ self-efficacy levels and sources. Data collection is ongoing during the Fall 2025 semester by observing and recording classroom sessions and conducting three rounds of interviews with six students and two rounds of interviews with the instructor. Each interview consists of three phases that ask questions about each participant’s perspective on students’ self-efficacy levels and sources relating to using proving techniques. This poster will highlight preliminary results regarding the alignment of the instructor’s and students’ perspectives on the students’ self-efficacy levels and sources related to using proving techniques throughout the ITP course.