Are College Students' Textbook Reading and Instructional Preferences Related to Their Self-Efficacy and Disposition?

Autor/inn/en	Skidmore, Ronald L.; Conner, Timothy W., II; Aagaard, Lola
Titel	Are College Students' Textbook Reading and Instructional Preferences Related to Their Self-Efficacy and Disposition?
Quelle	(2013), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Textbooks; Instructional Materials; Reading Motivation; Teaching Methods; Student Attitudes; Self Efficacy; Student Characteristics; Psychological Patterns; Positive Attitudes; Negative Attitudes; Student Surveys; Class Activities; Learning Strategies; Poverty; Measures (Individuals); Gender Differences; Educational Attainment; Grade Point Average + Suchen Sie Ihr Suchwort? Collegestudent; Textbook; Text book; Schulbuch; Lehrbuch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesemotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Negative Fixierung; Schülerbefragung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Armut; Messdaten; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut
Abstract	The purpose of this study was to investigate the relationship between academic self-efficacy, dispositional optimism/pessimism, and preferences regarding the use of text materials and in-class activities of college students at a university that serves one of the highest-poverty regions in the United States. A sample of 105 students was surveyed. Results indicated that sample students who had below-average self-efficacy were less likely to engage in learning strategies that would lead to academic success, such as reading the textbook assignments, but dispositional pessimism within self-efficacy groups seemed to be related to a higher likelihood of reading the text. Preferences for in-class instructional strategies differed depending upon students' self-efficacy and disposition. Results imply that a variety of instructional practices should be employed that would encourage all students to implement successful learning strategies. Three appendices include: (1) Textbook and Use of Class Time Survey; (2) Self-Efficacy for Learning Form (Self); and (3) Life Orientation Test-Revised. (Contains 20 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10