Increasing struggling learners’ self‐efficacy: what tutors can do and say

Margolis, Howard

doi:10.1080/13611260500105675

Cited by 27 publications

(18 citation statements)

References 37 publications

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“…Additionally, workshops designed to increase self-efficacy should be organised on a regular basis. Trained facilitators should model positive behaviours such as positive thinking, setting goals and achieving them and taking charge of a situation (Margolis, 2005;Schunk, 1991).…”

Section: Discussionmentioning

confidence: 99%

The Influence of Perceived Social Support and Self-Efficacy on Resilience among First Year Malaysian Students

Narayanan¹,

Onn²

2016

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Section: Discussionmentioning

confidence: 99%

The Influence of Perceived Social Support and Self-Efficacy on Resilience among First Year Malaysian Students

Narayanan¹,

Onn²

2016

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“…Another important source of selfefficacy is vicarious experience (Bandura, 1977(Bandura, , 1998. Seeing difficult tasks being executed successfully by someone else (modeling) may encourage persons low in self-efficacy to believe that they would also be able to succeed (Schunk, 1999;Margolis, 2005). ''Seeing others achieve desired outcomes by their efforts can instill motivating outcome expectations in observers that they can secure similar benefits for comparable performances'' (Bandura, 2001, p. 968).…”

Section: Computer Self-efficacymentioning

confidence: 96%

“…Like videos of persons modeling behavior, animated demonstrations are in some respects better than watching models in real situations: they can be viewed anytime, even in situations where experts are not present, and they allow for replaying and discussing the behavior repeatedly (cf. Margolis, 2005). Gist et al (1989) compared behavioral modeling (a video showing a person performing a task on a computer) and tutorial training and distinguished between persons with low and high computer self-efficacy scores.…”

Section: Computer Self-efficacymentioning

confidence: 99%

Animated demonstrations and training wheels interfaces in a complex learning environment

Spannagel

Girwidz

Löthe

et al. 2008

Interacting with Computers

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Learning how to use a new software program can be a difficult and demanding task, especially for novices. There are several types of support for users exploring a software package. Animated demonstrations show how experts use an application, and training wheels interfaces offer a secure environment for exploration. To support different types of learners, external help should be adapted according to learner characteristics. The study presented in this article investigates effects of different support types in combination with the computer self-efficacy of learners. Young students (8th graders) were supported with text manuals, animated demonstrations, or animated demonstrations combined with a training wheels interface. In this context, they had to solve problems in physics and mathematics with a spreadsheet program. Results showed that animated demonstrations outperformed text manuals in many cases. Training wheels interfaces seemed to have disadvantages compared to unmodified user interfaces. In addition, motivational aspects have been investigated. Subjects with high computer self-efficacy scores were more motivated than their counterparts. Statistics (analysis of variance) revealed no interaction effects between the treatment and computer self-efficacy.

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“…Embracing a culture of success should aid students successful learning, as illustrated by Margolis (2005) who suggests that self-efficacy is essential and those students with strong self-efficacy are characterised by higher motivation, greater effort, persist longer and consequently achieve more. There is evidence within this study to suggest that the mentor contributed to the self-efficacy of mentees by procuring skills 'that regulate motivation and affections related to learning' (Alred and Garvey, 2000:264).…”

Section: Widening Participation and Lifelong Learningmentioning

confidence: 99%

Peer mentorship and positive effects on student mentor and mentee retention and academic success

Snowden¹,

Hardy²

2013

wide particip lifelong learn

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This study examined how the introduction of peer mentorship in an undergraduate health and social welfare programme at a large northern university affected student learning. Using an ethnographic case study approach, the study draws upon data collected from a small group of mentors and their mentees over a period of one academic year using interviews, reflective journals, assessment and course evaluation data.Analysis of the data collected identified a number of key findings: peer mentorship improves assessment performance for both mentee and mentor; reduces stress and anxiety, enhances participation and engagement in the academic community, and adds value to student outcomes.

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Increasing struggling learners’ self‐efficacy: what tutors can do and say

Cited by 27 publications

References 37 publications

The Influence of Perceived Social Support and Self-Efficacy on Resilience among First Year Malaysian Students

The Influence of Perceived Social Support and Self-Efficacy on Resilience among First Year Malaysian Students

Animated demonstrations and training wheels interfaces in a complex learning environment

Peer mentorship and positive effects on student mentor and mentee retention and academic success

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