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Assessing the Influence of Self-regulated Learning Strategies on Academic Self-efficacy Within a First-year Experience Workshop
Başlık:
Assessing the Influence of Self-regulated Learning Strategies on Academic Self-efficacy Within a First-year Experience Workshop
Yazar:
Lambert, R. Scott, author.
ISBN:
9780438140349
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (220 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Priscilla A. Boerger; Lauren G. Bent Committee members: Marsha Glines; Marion Nesbit.
Özet:
Academic self-efficacy, self-regulation, and effective learning strategies are the three fundamental principles attributed to academic achievement (Bandura, 1986; Chemers, Hu, & Garcia, 2001; Majer, 2009; Schunk, 2000). Academic self-efficacy is the level of confidence students have in their ability to complete certain tasks necessary to succeed in a class or workshop (Bandura, 1986; Schunk, 2000). Much of the existing research that focuses on these core components of academic achievement concentrates on improving academic self-efficacy in order to improve student self-regulated learning. Self-regulated learning consists of three core aspects: motivation, self-regulation, and student developed learning strategies (Bandura, 1986; Chemers et al., 2001; Majer, 2009; Schunk, 2000).
According to Bandura (1986) and Schunk (2000), a heightened level of self-efficacy by itself is not enough to obtain academic success and maintain higher levels of self-efficacy. Students also need to perform the necessary academic tasks in order to build and maintain academic self-efficacy and students will typically require self-regulation and effective learning strategies in order to perform those academic tasks (Bandura, 1986). This document outlines a phenomenological convergent mixed methods investigation to understand the relationship between self-regulated learning and academic self-efficacy.
The researcher developed and taught a first-year student success three-week workshop that consisted of activities to learn and adopt self-regulated learning strategies. Pre- and post-workshop surveys were used to assess if there is a correlation between a student's self-regulated learning and academic self-efficacy. Students had the option to share their journals and/or participate in post-workshop focus groups to explore student perceptions of implementing self-regulated learning strategies and the strategies' influence on perceived academic self-efficacy. The journals and focus group findings were triangulated with the survey results in order to connect the qualitative findings with the quantitative results and enhance the validity of the research findings.
The results of this study suggest that developing and implementing self-regulated learning strategies can improve a student's academic self-confidence, which in turn can facilitate academic persistence that leads to success and/or graduation. The study may provide a context for how to create first-year student success courses that will improve students' confidence in their academic abilities. The findings of this study further suggest that implementing self-regulated learning strategies can increase academic self-efficacy and provide a potential link to reducing academically related stress. These results also suggest that the first-year student success workshop should be a term-long credit-bearing course with additional classes or resources available to students to maintain or increase their academic self-efficacy and graduation potential.
Notlar:
School code: 1887
Tüzel Kişi Ek Girişi:
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(695213.1) | 695213-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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