Self-Efficacy: A Key to Improving the Motivation of Struggling Learners

Margolis, Howard; McCabe, Patrick P.

doi:10.3200/tchs.77.6.241-249

Cited by 85 publications

(53 citation statements)

References 26 publications

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“…Another finding of this study which is a common theme in the literature is the quality of the faculty-student relationship (Margolis and McCabe, 2004;Schreiner et al, 2011;Nakajima et al, 2012). When students believe that their instructor has a genuine concern for them and their academic success, it has a positive effect on their persistence regardless of the amount of actual contact time.…”

Section: Discussionmentioning

confidence: 58%

“…When students believe that their instructor has a genuine concern for them and their academic success, it has a positive effect on their persistence regardless of the amount of actual contact time. Other important instructional characteristics are organised and clear instruction (Pascarella et al, 2011), relating curriculum to students' lives (Margolis and McCabe, 2004;Kasworm, 2008), providing instruction at the appropriate level of difficulty (Ryan and Deci, 2000;Margolis and McCabe, 2004), building academic self-efficacy through reminding learners of prior accomplishments to help them make facilitative attributions (Ryan and Deci, 2000;Lepper et al, 2005;Wigfield and Cambria, 2010), using learnercentred teaching practices (Meece et al, 2003;Nash and Kallenbach, 2009) and goal setting, particularly with career exploration and planning (Lent et al, 1986).…”

Section: Discussionmentioning

confidence: 99%

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Supporting academic persistence in low‐skilled adult learners

O’Neill¹,

Thomson²

2013

Support for Learning

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The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current researchbased strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal theory (GT) and self-determination theory (SDT) are conceptualised in a new, melded cognitive model to explain better the constructs that contribute to academic persistence. These theories are used to frame and explain the challenges that adult learners face when returning to school and to understand better the psychosocial demands on adult learners, based on social cognitive theory. This study is particularly significant in the light of current national attention directed towards redesigning adult basic education programmes to include more workforce development and strategies aimed at accelerating the progress of adult learners through basic skills and into post-secondary education and/or career training. Questions guiding the current study include identifying research-based strategies that instructors can use, and elements of programme design that support student persistence.

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Section: Discussionmentioning

confidence: 58%

Section: Discussionmentioning

confidence: 99%

Supporting academic persistence in low‐skilled adult learners

O’Neill¹,

Thomson²

2013

Support for Learning

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show abstract

“…Also, in a study performed by Bandura, Barbaranelli, Caprara, and Pastorelli (1996), it was reported that self-efficacy beliefs and aspirations contribute to academic achievement. In many other studies the relationship between self-efficacy and academic achievement is emphasized and the positive effects of self-efficacy on learning and performance have also been observed (Alivernini & Lucidi, 2011;Arslan, 2012;Margolis & McCabe, 2004;Pajares, 2002;Pintrich & De Groot, 1990;Sadi & Uyar, 2013;Schunk & Pajares, 2001). In addition, this finding is in accordance with researchers' opinions who suggest that self-efficacy has a positive effect on learning and achievement (Akiba & Alkins, 2010;Hazır Bıkmaz, 2006;Mills et al, 2007;Zimmerman, 1995).…”

Section: Discussion On the Third Hypothesismentioning

confidence: 99%

“…Margolis and McCabe (2004) emphasize that students' perception of activities as interesting and valuable is one of the factors that can lead to an increase in self-efficacy. Accordingly, in this study, it is thought that activities became interesting and valuable for students by taking their learning styles into account and consequently, this increased participation and self-efficacy.…”

Section: Discussion On the Second Hypothesismentioning

confidence: 99%

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

Balcı

2017

HES

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This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary Mathematics Education at Necmettin Erbakan University in the fall semester of academic year 2012-2013. English was one of their compulsory courses and their self-reported language level was A1/A2 in terms of the self-assessment grid included in the Language Passport which is one of the three components of the European Language Portfolio. A total of 39 students in the experimental group and 39 in the control group participated in the study. The learning-style based activities were implemented in the experimental group, while the control group continued with routine classroom instruction without any attention to their learning styles. Both groups received three one-hour sessions weekly, for a total of eight weeks. Both the Reading Comprehension post-test scores and the Self-Efficacy Scale for English post-test scores were significantly different in favor of the experimental group. Also, a significant moderate positive correlation was found between English reading comprehension achievement and English self-efficacy. It can be concluded that learning-style based activities enhanced reading comprehension skills and English self-efficacy perceptions during this study.

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“…When this occurs in nursing it can lead to an educational catastrophe. This leads to this issue that students would avoid specific tasks that they perceive may result in failure during their education (7, 8). These students would have less clinical self-esteem and may leave their profession.…”

mentioning

confidence: 99%

Self-Efficacy in Nursing Students

Alavi¹

2014

Nurs Midwifery Stud

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Self-Efficacy: A Key to Improving the Motivation of Struggling Learners

Cited by 85 publications

References 26 publications

Supporting academic persistence in low‐skilled adult learners

Supporting academic persistence in low‐skilled adult learners

The Effects of Learning-Style Based Activities on Students’ Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

Self-Efficacy in Nursing Students

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