Simulations Build Efficacy: Empirical Results from a Four-Week Congressional Simulation

Explaining self-efficacy development in an authentic higher education learning context of role-play simulations

“…In addition, simulations may generate some of the benefits of participating in an internship. Mariani and Glenn (2014) concluded that an increase in self-efficacy was related to the amount of experience, and whether students participated in a simulation, political internship or had 'real' job experience. With regard to self-efficacy in negotiating, a cross-sectional study by Duchatelet et al (2018) revealed that students who attended an EU simulation more than once showed significantly higher self-efficacy in negotiating than students who were attending the simulation for the first time.…”

What Do Pupils Learn from Voting Advice Applications in Civic Education Classes? Effects of a Digital Intervention Using Voting Advice Applications on Students’ Political Dispositions

“…Turning to external political efficacy, there is evidence-at least from the German research context-that this kind of positive impact of civic education interventions does not apply in the same way to the external dimension of political efficacy, as the effects here are rather weak Oberle et al , 2020Oberle et al , 2023aWaldvogel et al 2020). Regarding the cognitive dimension of civic learning, the results are quite consistent in the overall research corpus: for different topics and for different methodological approaches, interventions of civic education have been shown to substantially increase the subjective as well as objective knowledge of participating students (Hoskins and Janmaat 2016;Murphy 2017;Kudrnac and Lyons 2018;Manganelli et al 2014;Levy 2018;Mariani and Glenn 2014;Hahn-Laudenberg 2017;Landwehr 2017;Oberle and Forstmann 2015;Oberle et al , 2020Oberle et al , 2023aWaldvogel et al 2020). Looking at more motivational aspects, it is clear that civic education interventions can somewhat increase students' general interest in politics and strongly increase specific interest in, for example, a current election campaign (Claes and Hooghe 2017;Lawrason 2017;Zeglovits and Zandonella 2013;Oberle et al , 2020Waldvogel et al 2020).…”

Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account

“…For example, Cassidy and Eachus (2002) and Tang et al (2004) show that the development of self-efficacy is related to the amount of experience participants already gained. Moreover, Mariani and Glenn (2014) emphasize that simulations may generate the same benefits similar to participating in an internship and conclude in their study that an increase in self-efficacy can be linked to the amount of previous gained experience regardless of whether it is a simulation experience, political internship or job experience. Further, Duchatelet et al (2018) demonstrated that students who participated for the first time in a simulation score significantly lower in self-efficacy for negotiating than students who have followed the same simulation more than once.…”

“…To date there are only a few studies in which the concept of self-efficacy is examined. For example, the studies by Lay and Smarick (2006) and Mariani and Glenn (2014) found that simulations contribute to students' political and internal self-efficacy and Duchatelet, Bursens, Donche, Gijbels, & Spooren, 2018, Duchatelet et al (2020, Duchatelet et al (2021) found that students' self-efficacy for negotiating develops during a 4-day political role-play simulation. However, in other research areas, more and in-depth research has already been conducted into the development of students' self-efficacy during simulations.…”