Self-efficacy and strategies to influence the study environment.
(2010) In Teaching in Higher Education 15(6). p.647-659- Abstract
- This study investigates the relationship between student influence and academic self-efficacy in a sample of 275 students in two Master’s programmes in Engineering. Students in only one of the programmes studied according to problem-based learning (PBL). Results indicate that students choosing strategies to influence course content or structure, through course evaluation and recommending changes to teachers had significantly higher self-efficacy beliefs
than those who did not use such strategies. It is principally the students who studied according to PBL that demonstrated higher self-efficacy beliefs, actively influenced their studies through engaging in debate with teachers. It can be claimed that increasing student... (More) - This study investigates the relationship between student influence and academic self-efficacy in a sample of 275 students in two Master’s programmes in Engineering. Students in only one of the programmes studied according to problem-based learning (PBL). Results indicate that students choosing strategies to influence course content or structure, through course evaluation and recommending changes to teachers had significantly higher self-efficacy beliefs
than those who did not use such strategies. It is principally the students who studied according to PBL that demonstrated higher self-efficacy beliefs, actively influenced their studies through engaging in debate with teachers. It can be claimed that increasing student self-efficacy beliefs is important not only in academic performance, but also in influencing in a positive way the institutional atmosphere. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/7765769
- author
- Jungert, Tomas LU and Rosander, Michael
- organization
- publishing date
- 2010
- type
- Contribution to journal
- publication status
- published
- subject
- categories
- Higher Education
- in
- Teaching in Higher Education
- volume
- 15
- issue
- 6
- pages
- 647 - 659
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:77958552938
- ISSN
- 1356-2517
- DOI
- 10.1080/13562517.2010.522080
- language
- English
- LU publication?
- yes
- id
- 17fd0b27-e027-4119-a24e-306a583b1d4d (old id 7765769)
- date added to LUP
- 2016-04-01 13:34:47
- date last changed
- 2022-02-26 21:58:06
@article{17fd0b27-e027-4119-a24e-306a583b1d4d,
abstract = {{This study investigates the relationship between student influence and academic self-efficacy in a sample of 275 students in two Master’s programmes in Engineering. Students in only one of the programmes studied according to problem-based learning (PBL). Results indicate that students choosing strategies to influence course content or structure, through course evaluation and recommending changes to teachers had significantly higher self-efficacy beliefs<br/><br>
than those who did not use such strategies. It is principally the students who studied according to PBL that demonstrated higher self-efficacy beliefs, actively influenced their studies through engaging in debate with teachers. It can be claimed that increasing student self-efficacy beliefs is important not only in academic performance, but also in influencing in a positive way the institutional atmosphere.}},
author = {{Jungert, Tomas and Rosander, Michael}},
issn = {{1356-2517}},
language = {{eng}},
number = {{6}},
pages = {{647--659}},
publisher = {{Taylor & Francis}},
series = {{Teaching in Higher Education}},
title = {{Self-efficacy and strategies to influence the study environment.}},
url = {{http://dx.doi.org/10.1080/13562517.2010.522080}},
doi = {{10.1080/13562517.2010.522080}},
volume = {{15}},
year = {{2010}},
}