Enhancing Academic Self-Efficacy and Performance among Fourth-Year Psychology Students: Findings from a Short Educational Intervention

Autor/inn/en	Foulstone, Alexis R.; Kelly, Adrian
Titel	Enhancing Academic Self-Efficacy and Performance among Fourth-Year Psychology Students: Findings from a Short Educational Intervention
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 2, Artikel 9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Self Efficacy; Academic Achievement; Psychology; Intervention; Honors Curriculum; Student Attitudes; Theses; Research Skills; Foreign Countries; Low Achievement; Grade Point Average; Learning Strategies; Questionnaires; Student Motivation; Supervisor Supervisee Relationship; Attitude Change; Social Media; Writing Ability; Group Instruction; Program Length; Outcome Measures; Undergraduate Students; Australia; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Schulleistung; Psychologie; Schülerverhalten; These; Forschungsleistung; Ausland; Unterdurchschnittliche Leistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schulische Motivation; Attitudinal change; Einstellungsänderung; Soziale Medien; Schreibkompetenz; Gruppenunterricht; Australien
Abstract	Academic self-efficacy is the degree to which students believe they are capable of learning or accomplishing an academic task within a specific area of education. High academic self-efficacy has been associated with positive education outcomes such as enhanced learning, motivation, self-determination, and ultimately academic performance. The current study designed, implemented and evaluated an educational intervention to enhance the academic self-efficacy and performance of 21 psychology students enrolled in a group supervised Honours course, the outcome being a thesis dissertation. Students completed pre-intervention surveys in class half way through the course and then another survey after the 8-week intervention. Measures of self-efficacy (based on student responses) were similar over the two assessments. Furthermore, self-efficacy did not predict academic outcomes as determined by two independent examiners' final marks on their thesis. Findings are discussed in relation to limitations of the data and challenges faced when implementing interventions aimed to enhance academic self-efficacy (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01