Career Confidence: Fostering Professional Self-Efficacy through Student-Run Agencies and Integrative Learning

Autor/inn/en	Ranta, Jeffrey A.; Davis, Deborah; Bergstrom, Andrea
Titel	Career Confidence: Fostering Professional Self-Efficacy through Student-Run Agencies and Integrative Learning
Quelle	In: Journalism and Mass Communication Educator, 75 (2020) 2, S.196-209 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-6958
DOI	10.1177/1077695819884175
Schlagwörter	Self Esteem; Self Efficacy; Student Organizations; Experiential Learning; Student Experience; Interdisciplinary Approach; Professional Identity; College Students; Communication Skills; Student Attitudes; Self Concept Measures + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Self-efficacy; Selbstwirksamkeit; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Experiental learning; Erfahrungsorientiertes Lernen; Studienerfahrung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Collegestudent; Kommunikationsstil; Schülerverhalten
Abstract	This quantitative study investigates linkages between integrative learning experiences provided by student-run firms and fostering professional self-efficacy or the confidence to do one's job effectively and efficiently. Based on a survey of 182 students involved in student-run agencies, this research measured students' professional self-efficacy (confidence) in being able to perform 23 communication tasks. It also measures attribution respondents award to their student-run agency experiences in attaining that confidence. The study suggests changes to pedagogy and provides evidence for the effectiveness of student-run firms in preparing graduates for responsibilities in the professions of advertising, public relations, integrated communication, and strategic communication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01