Psychology of Success: Overcoming Barriers to Pursuing Further Education

Goto, Stanford T.; Martin, Connie

doi:10.1080/07377360902810744

Cited by 29 publications

(37 citation statements)

References 11 publications

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“…Intervention strategies can be used to change these behavioral patterns; therefore, designing instruction that changes the environment and the people around the learner can impact leaner behavior, with research in higher education exploring this model [Goto and Martin 2009;Mills et al 2007]. Concepts associated with this theory include the individual's environment, situation, behavioral capability, expectations, expectancies, self-control, observational learning, Learning to Program with Personal Robots 4:7 reinforcements, self-efficacy, emotional coping responses, and reciprocal determinism [Glanz et al 2002].…”

Section: Motivation and Learningmentioning

confidence: 99%

Learning to Program with Personal Robots

McGill

2012

ACM Trans. Comput. Educ.

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One of the goals of using robots in introductory programming courses is to increase motivation among learners. There have been several types of robots that have been used extensively in the classroom to teach a variety of computer science concepts. A more recently introduced robot designed to teach programming to novice students is the Institute for Personal Robots in Education (IPRE) robot. The author chose to use this robot and study its motivational effects on non-computer science students in a CS0 course. The purpose of this study was to determine whether using the IPRE robots motivates students to learn programming in a CS0 course. After considering various motivational theories and instruments designed to measure motivation, the author used Keller's Instructional Materials Motivation Survey to measure four components of motivation: attention, relevance, confidence, and satisfaction. Additional items were added to the survey, including a set of open-ended questions. The results of this study indicate that the use of these robots had a positive influence on participants' attitudes towards learning to program in a CS0 course, but little or no effect on relevance, confidence, or satisfaction. Results also indicate that although gender and students interests may affect individual components of motivation, gender, technical self-perception, and interest in software development have no bearing on the overall motivational levels of students. ACM Reference Format:McGill, M. M. 2012. Learning to program with personal robots: Influences on student motivation. ACM Trans.

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Section: Motivation and Learningmentioning

confidence: 99%

Learning to Program with Personal Robots

McGill

2012

ACM Trans. Comput. Educ.

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“…Another recent Australian study showed that family members encouraged learning and also that reciprocal benefits occurred through knowledge sharing (O'Shea, 2016a). In a US study of students enrolled in a high school equivalency course, Goto and Martin (2009) found that some mature age students were influenced by their children, as they wanted to be good educational role models for the next generation. These are small scale studies but their consistent findings indicate an area worthy of further investigation.…”

Section: The Role Of Familymentioning

confidence: 99%

“…Core people, who act as role models, can come from families but also from school, friends or elsewhere (Benson et al,2010). They may act as mentors, and can be especially effective if they have themselves succeeded through education (Goto & Martin, 2009). …”

Section: The Role Of Familymentioning

confidence: 99%

Narratives from non-traditional students in higher education

Macqueen¹

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This study examines the experiences of non-traditional university students in higher education. Recommendations from the Review of Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008) have seen universities aiming to increase enrolments of school leavers, particularly those from low socioeconomic status backgrounds. Similar trends have occurred in other countries such as the United Kingdom, with mixed success.In addition to students from low socioeconomic backgrounds, non-traditional students include those who are mature-age, have low achievement at secondary school, are from Indigenous or Torres Strait Islander backgrounds (in Australia), belong to minority ethnic groups, or come from rural or remote areas. Despite widening participation initiatives, enrolments of students from less advantaged groups have remained largely static in recent decades, both in Australia and elsewhere.Research has shown that students attracted to university in the context of widening participation policies are clustered in some particular institutions, based on location, admission requirements and the extent to which the institution itself genuinely participates in the policy initiative. Likewise, such students are more likely to enrol in some degrees than others. They are likely to be the first generation from their family to attend university.Students from less advantaged groups also experience higher education differently from their more advantaged peers, and face additional challenges. There are exceptions, with some non-traditional students succeeding in HE, but little is known about the factors which facilitate such success.This thesis presents a longitudinal study which combines a Bourdieuian theoretical framework with a narrative methodology. Non-traditional students with a range of background variables were followed into, through and sometimes beyond their enrolment

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“…Selfefficacy as a significant positive predictor of clinical performance has been confirmed in medical students , nursing students and physiotherapy students (Jones & Shepherd, 2011). With this potential influence on educational outcomes, authors widely promote the measurement of self-efficacy as an essential inclusion in both teaching and educational research (Lundberg, 2008;Goto & Martin, 2009;Kek & Huijer, 2011;Bernadowski, Perry & Del Greco, 2013;Turan et al, 2013). Several recent studies however have demonstrated no significant association between communication self-efficacy scores and competence based on observed performance of patient communication skills (Gulbrandsen et al, 2013;Gude et al, 2017).…”

Section: Physiotherapy Student Self-efficacymentioning

confidence: 99%

“…Authors have emphasised self-efficacy as an important consideration in teaching and research due to its influence on educational outcomes (Lundberg, 2008;Goto & Martin, 2009;Bernadowski, Perry & Del Greco, 2013;Turan et al, 2013) and subsequent career choices (Hackett, 1995). Students with higher self-efficacy are more willing and able to take on challenging tasks, persist more in the face of barriers, better self-regulate their behaviours and manage emotional responses Gore, 2006).…”

Section: Physiotherapy Student Self-efficacymentioning

confidence: 99%

Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

Forbes¹

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Patient education is an important component of physiotherapy care and a required competency for entry-level practice. Despite its important role, how physiotherapists deliver patient education in practice and the specific competencies required to provide this effectively are currently unknown. Understanding how the current curriculum prepares graduates as patient educators and whether training can enhance self-efficacy and skills of physiotherapy students to perform patient education is an important step in advancing professional practice in this area.Following a review of the literature which demonstrates a gap in this research, this thesis incorporates five studies (five manuscripts) with the overall aims to 1) explore how patient education is practiced and perceived by physiotherapists; 2) determine key differences in practices and perceptions based on levels of clinical experience; 3) identify the competencies required for physiotherapists in the area of patient education; 4) investigate the patient education self-efficacy of new-graduates and the influence of previous training, and 5) determine the effect of a patient education training intervention on physiotherapy students' self-efficacy and performance.Study 1 (Manuscript 1) was a cross sectional survey of practicing physiotherapists in Australia. This study investigated the self-reported practices and perceptions of physiotherapists relating to patient education, and their perception of factors that led to their development of patient education skills. Participants (n=304) reported a broad range of educational activities and approaches in their practice, it was therefore deemed important to understand how practice and perception may differ based on levels of experience.Study 2 (Manuscript 2) compared the self-reported practices and perceptions of experienced (n=204) and novice (n=52) physiotherapists. Experienced therapists reported a greater use of educational content consistent with patient-centred practice and a greater emphasis on self-management. Experienced therapists also reported a higher frequency of explicitly evaluating the effectiveness of their education than novice physiotherapists and perceived fewer patient-related factors as barriers to effective patient education.Findings from this study inform the patient education training needs of student and novice physiotherapists.Study 3 (Manuscript 3) involved a two-round Delphi approach using expert physiotherapists (n=12) to generate and reach consensus on competencies that physiotherapists require for effective patient education. This study led to the consensus of a set of 22 competencies with a high level of expert agreement. Importantly, these competencies aided the development of a self-efficacy and performance assessment measure for the following two studies as well as contributing to further understanding patient education training needs. with simulated patients, feedback and debriefing. Specific outcome measures were developed using the competencies derived from Study 3. A step-...

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Psychology of Success: Overcoming Barriers to Pursuing Further Education

Cited by 29 publications

References 11 publications

Learning to Program with Personal Robots

Learning to Program with Personal Robots

Narratives from non-traditional students in higher education

Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills

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