Brief Report: Self-Efficacy of Developmental College Students

Young, Dawn; Ley, Kathryn

doi:10.1080/10790195.2002.10850134

Cited by 11 publications

(5 citation statements)

References 25 publications

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“…Whether comparing gifted and regular students (Zimmerman & Martinez-Pons, 1990) or regular and low achieving students (Multon, Brown, & Lent, 1991), the students in the higher courses displayed significantly higher self-efficacy than students in the lower level courses. The current study is in contrast to previous research by Young and Ley (2002) which found students in developmental mathematics courses had similar levels of mathematics self-efficacy as students placing in regular mathematics courses. Based upon Bandura's (1997) self-efficacy theory, mastery experiences, or previous experiences, with mathematics is the most influential aspect of a person's self-efficacy.…”

Section: Discussioncontrasting

confidence: 99%

Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?

Baxter

Bates

Al-Bataineh

2017

International Journal of Assessment Tools in Education

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Article InfoThe purpose of this quantitative study was to determine differences in developmental mathematics students' self-efficacy within the demographic data from the survey. Data from a sample of 240 Intermediate Algebra students at a single four-year university using the Mathematics Self-Efficacy Results indicate that males possess higher levels of mathematics self-efficacy and confidence with their mathematical abilities than females. Students who completed a lower developmental mathematics course prior to Intermediate Algebra possess lower levels of mathematics selfefficacy. The results of this study suggest developmental mathematics instructors should refine their teaching methodologies by incorporating strategies to increase their student's self-efficacy.

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Section: Discussioncontrasting

confidence: 99%

Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?

Baxter

Bates

Al-Bataineh

2017

International Journal of Assessment Tools in Education

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“…Students' perceptions of creativity as a learned skill will affect the success of integrating this subject matter into the curricula. As noted by Young and Ley (2002), self-efficacy is a student's personal beliefs about his or her ability to learn in any specific area. A student's selfefficacy about specific topics influences his or her cognitive functions (Bandura, 1993) and in turn positively affects his or her performance in those topical areas.…”

Section: Perceptions: Ability To Learn Creativity Skillsmentioning

confidence: 99%

Perceptions and Reality: Creativity in the Marketing Classroom

McCorkle

Payan

Reardon

et al. 2007

Journal of Marketing Education

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According to both the popular press and academia, creativity is an important skill for business practice and marketing education. This article addresses “What is creativity?” and “Can creativity be taught or nurtured?” and provides an analysis of both student perceptions about creativity and their levels of creativity. The results indicate that both business and marketing students perceived creativity as important to their career. Marketing students placed greater importance on creativity than other business students and found creativity to be as important to their careers as other important skills (e.g., writing, oral presentation, teamwork, etc.). It was also found that the marketing and other business students believed that creativity is a skill that can be learned. Although marketing students have a better appreciation of the importance of creativity than other business students, they do not appear to be more creative than other business students or nonbusiness students.

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“…The feedback process positively influences the students' perceptions about their ability and propensity to learn, which in turn positively affects their actual performance (D. B. Young & Ley, 2002). The assessment process will be joined with group learning as a way of simulating the business world and increasing students' actual performance (Hernandez, 2002).…”

Section: Student Performancementioning

confidence: 99%

Group-Based Assessment as a Dynamic Approach to Marketing Education

Bicen

Laverie

2009

Journal of Marketing Education

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Assessment is a prominent issue in education today. However, assessment of learning often occurs only at the end of the semester to satisfy accreditation agencies. An alternative is to conduct assessments during the course, not only to assess if learning goals are being met but also to assess student learning during the course. Assessment for learning puts assessment at the heart of the learning process. In this approach, students are active participants in the assessment process. The authors propose a new approach to assessment—group-based assessment (GBA), which includes in-class group learning, peer assessment, and peer and instructor feedback. They develop their approach based on theoretical underpinnings of the dynamic assessment theory and the zone of proximal development theory to develop GBA. The authors test the effectiveness of this approach in a study conducted with students using a one group pretest—posttest quasi-experimental design. The results of this study provide empirical support that GBA is related to students' intrinsic motivation, self-regulated learning strategies, perceived autonomy, perceived competence, task mastery orientation, and actual performance. In addition, guidelines for implementing GBA are provided.

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Brief Report: Self-Efficacy of Developmental College Students

Cited by 11 publications

References 25 publications

Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?

Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?

Perceptions and Reality: Creativity in the Marketing Classroom

Group-Based Assessment as a Dynamic Approach to Marketing Education

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