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Self-efficacy and strategies to influence the study environment
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0002-0202-4650
2010 (English)In: TEACHING IN HIGHER EDUCATION, ISSN 1356-2517, Vol. 15, no 6, 647-659 p.Article in journal (Refereed) Published
Abstract [en]

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.
Keyword [en]
self-efficacy, student influence, engineering student, PBL
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-61308DOI: 10.1080/13562517.2010.522080ISI: 000283366800003OAI: oai:DiVA.org:liu-61308DiVA: diva2:369819
Note
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. TEACHING IN HIGHER EDUCATION is available online at informaworldTM: http://dx.doi.org/10.1080/13562517.2010.522080 Copyright: Taylor & Francis http://www.tandf.co.uk/journals/default.asp Available from: 2010-11-12 Created: 2010-11-12 Last updated: 2015-09-22

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Jungert, TomasRosander, Michael

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CiteExportLink to record
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Citation style
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Language
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