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Self-efficacy and strategies to influence the study environment.

Jungert, Tomas LU and Rosander, Michael (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:
author
organization
publishing date
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
2015-08-28 08:51:58
date last changed
2018-07-15 03:47:21
@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},
  volume       = {15},
  year         = {2010},
}