Self-efficacy and strategies to influence the study environment

Jungert, Tomas; Rosander, Michael

doi:10.1080/13562517.2010.522080

Cited by 49 publications

(41 citation statements)

References 24 publications

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“…Khachikian et al develop self-regulated learning skills, which increase student satisfaction and positively impact performance (David 2009). Recent work has also shown that ability influences the course content or structure (through providing feedback) and results in higher self-efficacy beliefs among students (Jungert and Rosander 2010), which can serve as a predictor of expected performance and interest in the subject matter (Lent et al 2008). These studies indicate that faculty may trigger changes in student attitudes and perceptions, which may, in turn, help improve student performance.…”

Section: Introductionmentioning

confidence: 93%

Changes in student effort and grade expectation in the course of a term

Khachikian

Guillaume

Pham

2011

European Journal of Engineering Education

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Students were surveyed and asked to self-evaluate their performance and time-on-task in six engineering courses (eight sections). Surveys were conducted four times over the course of a 10-week quarter. Students with the highest grade point averages (GPAs) (2.88 mean; 4.00 mode) indicated 'no change' while students with lower GPAs (2.67 mean; 1.83 mode) indicated a 'negative change' in grade expectations by the end of the quarter, indicating that better performing students are better self-evaluators. Students reduced timeon-task 2-4 hours/week, especially early in the quarter. Students who changed their time-on-task during each survey had a GPA mode of 4.00, indicating that 'master' students readily adapt to course demands. This study shows that most students over-predict their grades and their level of commitment to a course and lose confidence in their abilities as the term progresses. It is suggested that instructors obtain student grade predictions and use them to provide timely and appropriate feedback.

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Section: Introductionmentioning

confidence: 93%

Changes in student effort and grade expectation in the course of a term

Khachikian

Guillaume

Pham

2011

European Journal of Engineering Education

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“…Therefore, increasing their involvement with computer training and practices can influence learners' perceived self-efficacy positively (Milbrath & Kinzie, 2000;Ndubisi, 2004). This in turn may increase effectiveness of the educational environment (Lancaster & Bain, 2007;Jungert & Rosander, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…According to Robertson, et al (2007), there is: "The point at which personal beliefs intersect with working knowledge and related skills is the habit zone [or] unconscious behaviours" (p. 36). Habits reflect expertise and these influence learners' self-efficacy (Abu-Jaber & Qutami, 1998;Milbrath & Kinzie, 2000;Ndubisi, 2004;Sam, Othman & Nordin, 2005;Hakverdi, Gücüm & Korkmaz, 2007;Maninger & Anderson, 2007;Lancaster & Bain, 2007;Liang & Tsai, 2008;Jungert & Rosander, 2010). In turn, increasing self-efficacy is claimed to improve learners' academic performance and the institutional environment (Jungert & Rosander, 2010;Abulibdeh & Hassan, 2011).…”

Section: Self-efficacymentioning

confidence: 99%

Self-efficacy and ICT integration into initial teacher education in Saudi Arabia: Matching policy with practice

Robertson

Alzahrani

2012

AJET

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Success factors for integration of ICTs in higher education teaching and learning reveal a complex mixture of old and new paradigms. A review of the relevant literature and findings from research conducted in Saudi Arabia highlights the importance of actual and perceived self-efficacy within the new paradigms. The research reported reflects these perceptual dilemmas. Participants were 325 Saudi preservice teachers from the Faculty of Education at King Abdulaziz University. Findings reveal that participants have generally high skill levels with computing tasks and their perceptions of self-efficacy as university teachers increase with computer experience and computer qualifications. These findings imply that increasing Saudi pre-service teacher access, training, and exposure to computers and ICTs will contribute effectively to boosting their self-efficacy, motivation, and computing habits. However, where traditional views of teacher directed learning remain unchallenged change is conservative and context specific. To overcome the perceptual gap, data underline the importance of sympathetic and strategic leadership, effective curriculum design and innovative pedagogies to sustain outcomes.

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“…The construct of self-efficacy has been examined in research regarding professional medical education, learning, and success [Goldenberg, Andrusyszyn, & Iwasiw, 2005;Townsend & Scanlan, 2011]. Other reports have explored self-efficacy and patient care outcomes [Dahl & Hall, 2013;Jungert & Rosander, 2010]. Previous research reported ways to increase self-efficacy among healthcare professionals through communication training [Norgaard, Ammentorp, Kyvik & Kofoed, 2012] and problem-based learning [Darkwah, Ross, Williams, & Madill, 2011;Jungert & Rosander, 2010].…”

Section: Introductionmentioning

confidence: 99%