Investigating the Influence of Teacher Strategies on Academic Self-Efficacy and Study Behaviour of Students in a Tertiary Bridging Program

Autor/inn/en	Whannell, Patricia; Whannell, Robert; Allen, Bill
Titel	Investigating the Influence of Teacher Strategies on Academic Self-Efficacy and Study Behaviour of Students in a Tertiary Bridging Program
Quelle	In: Australian Journal of Adult Learning, 52 (2012) 1, S.39-65 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Action Research; Self Efficacy; Foreign Countries; Independent Study; Student Behavior; Transitional Programs; College Students; Questionnaires; Likert Scales; Social Behavior; Educational Responsibility; Coping; Student Attitudes; Statistical Significance; Student Improvement; Study Habits; Goal Orientation; Locus of Control; Expectation; Correlation; Age Differences; Predictor Variables; Academic Achievement; Time Management; Educational Assessment; Australia + Suchen Sie Ihr Suchwort? Projektforschung; Self-efficacy; Selbstwirksamkeit; Ausland; Selbststudium; Student behaviour; Schülerverhalten; Collegestudent; Fragebogen; Likert-Skala; Social behaviour; Soziales Verhalten; Erziehungsverantwortung; Bewältigung; Study behavior; Study behaviour; Studienverhalten; Zielorientierung; Zielvorstellung; Expectancy; Erwartung; Korrelation; Age; Difference; Age difference; Altersunterschied; Prädiktor; Schulleistung; Zeitmanagement; Education; assessment; Bewertungssystem; Australien
Abstract	This article describes the findings of an action research project which examined the link between academic self-efficacy and the study behaviours of students in a tertiary bridging program at a regional university in Australia. It describes the gap which exists between students' instruction in, and knowledge of, being a self-directed learner and the enacting of study behaviours which demonstrate that instruction and knowledge. The intervention employed in the study resulted in significant improvements in many areas of academic self-efficacy and study behaviours and demonstrates the effectiveness of the tertiary bridging program in this regard. The appropriateness of using traditional forms of assessment in tertiary bridging programs is discussed. (Contains 9 tables.) (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10