Self-efficacy and strategies to influence the study environment
2010 (English)In: TEACHING IN HIGHER EDUCATION, ISSN 1356-2517, Vol. 15, no 6, 647-659 p.Article in journal (Refereed) Published
This study investigates the relationship between student influence and academic self-efficacy in a sample of 275 students in two Masters 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.
Place, publisher, year, edition, pages
Taylor and Francis , 2010. Vol. 15, no 6, 647-659 p.
self-efficacy, student influence, engineering student, PBL
IdentifiersURN: urn:nbn:se:liu:diva-61308DOI: 10.1080/13562517.2010.522080ISI: 000283366800003OAI: oai:DiVA.org:liu-61308DiVA: diva2:369819
This is an electronic version of an article published in:
Tomas Jungert and Michael Rosander, Self-efficacy and strategies to influence the study environment, 2010, TEACHING IN HIGHER EDUCATION, (15), 6, 647-659.
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