scholarly journals Embedding Reflection on Graduate Attributes in the Psychology Curriculum: The Impact on Self-Efficacy and the Perceived Value of Graduate Attributes

2020 ◽  
Author(s):  
Maxine v Swingler ◽  
Gillian Hendry
Keyword(s):  
Self Efficacy ◽  
Personal Development ◽  
Development Planning ◽  
Graduate Attributes ◽  
Reflective Activity ◽  
Qualitative Feedback ◽  
Before And After ◽  
Psychology Curriculum ◽  
Market Promotion ◽  
The Impact

Psychology graduates face a volatile job market: promotion of their skills is increasingly important, yet they often lack awareness of and engagement with their Graduate Attributes (GAs); the employability skills developed throughout university in order to prepare them for the world of work. To address this, we designed, implemented and evaluated a GA reflective activity in a UK university. Undergraduate psychology students completed a measure of their self-efficacy in GAs (GASE) before and after taking part in a GA reflective activity. Students were asked to provide qualitative feedback on the value of the activity. GASE was higher after the activity but this effect was relatively small. A thematic analysis indicated that the activity was valued, but students wanted clearer guidance on the development and application of GAs. In summary, the GA activity had a marginal impact on GA self-efficacy and appeared to raise awareness of GAs and career goals. This reflective activity can be embedded in the curriculum as a stand-alone workshop or as part of personal development planning. Further work is needed to support students in identifying opportunities for skill development.

scholarly journals Where am I now and where do I want to be? Developing awareness of graduate attributes in pre-honours students.

2016 ◽  
Author(s):  
Maxine V Swingler ◽  
Sarah Armour ◽  
Jason Bohan ◽  
Heather Cleland-Woods ◽  
Gordon B Curry ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Degree Programme ◽  
Self Reflection ◽  
Graduate Attributes ◽  
Professional Networking ◽  
Interview Situation ◽  
Extra Curricular Activities ◽  
Before And After ◽  
The Impact

There is increasing emphasis on the importance of making Graduate Attributes (GAs) explicit to students as part of their degree programme and the role of students themselves in proactively developing GAs. The aim of the present project was to encourage students to actively develop and reflect upon curricular and extra-curricular attributes at an earlier stage in their degree programme. To this end we developed and evaluated short-self-reflection exercises in second year (pre-honours) psychology practical classes which asked students to reflect on their curricular and extra-curricular activities and on how the practical skills gained from these activities are linked to graduate attributes.  Activities were followed by careers workshops focused on gaining confidence in communicating graduate attributes in an interview context, and the benefits of engaging with professional networking sites. We evaluated the impact of these activities on: 1) students’ levels of self-efficacy in specific GAs before and after the in-class exercises; 2) students' confidence in presenting their GAs in an interview situation; 3) student awareness of professional networking sites.  The activities resulted in increased self- efficacy ratings after the GAS reflection, increased confidence in presenting their GAs after the careers workshops, and an increased awareness of professional networking sites. The effectiveness of these activities as a method to increase student engagement in developing their GAs will be discussed in the wider context of embedding GAs and employability in pre-honours programmes across STEM disciplines. Keywords: Graduate attributes, employability, self-efficacy, pre-honours, professional networking

scholarly journals Personal and social training as a part of class teachers’ lifelong learning

2018 ◽  
Vol 8 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Zuzana Geršicová ◽  
Silvia Barnová
Keyword(s):  
Social Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Family Background ◽  
Further Education ◽  
Training Methods ◽  
Pedagogical Training ◽  
Before And After ◽  
Post Test ◽  
The Impact

Abstract Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

REPORT FROM THE FIELD

2016 ◽  
Vol 38 (2) ◽  
pp. 10-22
Author(s):  
Phillip Seitz
Keyword(s):  
African American ◽  
Black Men ◽  
American History ◽  
Personal Development ◽  
History Education ◽  
African American History ◽  
Trauma Recovery ◽  
Interdisciplinary Project ◽  
Qualitative Feedback ◽  
The Impact

History and Reconstruction is an interdisciplinary project to assess the impact of African American history education for black men. Under the theory of trauma recovery, leading scholars of African American history worked with a group of ten ex-offenders, supported by the services of a psychologist and an African American cultural expert and storyteller. Results based on psychological testing and qualitative feedback showed that history can be a catalyst for personal development and transformation. It also demonstrated that difficult history can be taught and assimilated for audience benefit. History and Reconstruction was supported by the Pew Center for Arts and Heritage.

scholarly journals Improved levels of critical reflection in Pharmacy Technician student work-placement assessments through emphasising graduate attributes

2019 ◽  
Vol 10 (2) ◽  
pp. 1-14
Author(s):  
Julie Dunne
Keyword(s):  
Research Group ◽  
Personal Development ◽  
Critical Reflection ◽  
Reflective Writing ◽  
Control Group ◽  
Graduate Attributes ◽  
Pharmacy Technician ◽  
Work Placement ◽  
The Impact

This study investigated the effect of activities to promote awareness of specific prioritised graduate attributes on the quality of reflection displayed in work-placement reflective blog assessments for Pharmacy-technician students. Previous related research showed an increased tendency to frame placement experiences in terms of graduate attributes when they are made more explicit in the curriculum. Now, a thematic analysis of reflective writing from control and research groups, using a priori codes of ‘reflection’ and ‘graduate attributes’ explored the impact on the depth of critical reflection, and its relationship to explicit discussion of graduate attributes. The findings show an improvement in the quality of reflection, with significantly higher levels of critical reflection in the research group (37%), compared to the control group (20%), and lower levels of the non-reflective categories of thinking such as thoughtful action. Furthermore, in 62% of research group cases, there is overlap between critical reflection references and explicit graduate attributes references. Overall, the quality of reflective writing has improved through framing experiences in terms both of graduate attributes, as well as core theoretical knowledge, leading to increased focus on personal development and consequences for future action.

scholarly journals The Effect of a Face-To-Face ScienceReady Preparatory Short Course on University Students’ Self-Efficacy

2021 ◽  
Vol 12 (1) ◽  
pp. 72-81
Author(s):  
Jyothi Thalluri ◽  
Joy Penman ◽  
Minh Chau
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Scientific Content ◽  
Face To Face ◽  
Before And After ◽  
Post Test ◽  
Preparatory Course ◽  
The Individual ◽  
Relationship Of ◽  
The Impact

The ScienceReady preparatory course is an intensive study designed to improve beginning university undergraduate students’ understanding of medical/scientific concepts, and reduce their anxiety about studying the science component of their enrolled programs. Its goals are to stimulate students’ science curiosity and provide the fundamental scientific content they are expected to know and build further on the knowledge that will feature in their upcoming programs. This article aims to describe the ScienceReady course, discuss the impact of the course on the participants, determine the relationship of the course with self-efficacy, and explain the implications of the results. Students were tested before and after the course to ascertain whether it increased or decreased or not affected self-efficacy. The results of the pre- and post-test surveys were unequivocal. The majority of the individual items for the self-efficacy questionnaire showed a significant increase in self-efficacy post-course.

scholarly journals Teaching essential graduate attributes via digital cultural heritage: An assessment model from communication students in Hong Kong

2019 ◽  
Author(s):  
Angela Mak ◽  
Helen Ching
Keyword(s):  
Learning Outcomes ◽  
Online Survey ◽  
Learning Experience ◽  
Assessment Model ◽  
Perceived Learning ◽  
Graduate Attributes ◽  
Personal Involvement ◽  
Qualitative Feedback ◽  
The Impact ◽  
Inside Out

Teaching essential graduate attributes has always been a challenge to educators because these “soft skills” are hard to be taught inside classroom. While many innovative initiatives seek an outside-in perspective, very few of them look at how to further develop students’ learning experience from understanding the central, enduring, and distinctive features of their own school and/or university. Stemming from the first digital heritage project among communication schools in Greater China, this exploratory study aims to evaluate the effectiveness of using such an inside-out approach to enhance the impact on learning, as well as cognitive and emotional changes of current students toward attaining essential graduate attributes in the communication profession. In the first year of this two-year project, we selected students in six classes to participate (N = 183) in an online survey and received 97 completed responses from four selected classes (N = 127). Regression analysis showed that students’ personal involvement and evaluations of the interview sharing and teaching methods were all positively correlated with self-perceived learning outcomes. Results also predicted that self-perceived learning outcomes was positively associated with cognitive and affective changes. Qualitative feedback from students, course instructors, and alumni also demonstrated the effectiveness of this inside-out approach.

scholarly journals The effects of the personality traits and positive and negative feedback on the perceived self-efficacy

Psihologija ◽  
2004 ◽  
Vol 37 (1) ◽  
pp. 109-121 ◽  
Author(s):  
Snezana Smederevac-Stokic
Keyword(s):  
Personality Traits ◽  
Self Efficacy ◽  
Repeated Measures ◽  
The Self ◽  
Measurement Scale ◽  
Second Phase ◽  
Before And After ◽  
Novi Sad ◽  
The University ◽  
The Impact

The main purpose of this study was to determine the relation between the self-efficacy, feedback and personality traits. The participants were 114 psychology students attending their first and third year from the University of Novi Sad. In the first part of the research, all subjects completed The NEO-PI-R (Costa and McCrae, 1992.). In the second phase the subjects were asked to create a short measurement scale. Before and after this task, as well as after the given feedback, the students completed The Self-efficacy Questionnaire (Terry, 1995). The feedback was the criterion to divide subjects into three groups: the first group received the positive, the second negative, and third group received no feedback. Criteria variables in the MANCOVA (repeated measures) were the estimated success, difficulty and ability to perform the task in the three stages of measurement. Predictor variables were the type of the feedback and the personality traits, as covariates. The results suggest that before feedback, the impact of traits on the self-efficacy was significant. But after received feedback, self-efficacy was related to the type of received feedback only. These results showed that self-efficacy was significantly influenced both by personality traits and feedback context.

Effect of family-centered empowerment model on self-efficacy in patients with obsessive compulsive disorder: A quasi-experimental study

2021 ◽  
Vol 20 (2) ◽  
pp. 274-280
Author(s):  
Atefeh Yazdani Zazerani ◽  
Foroozan Atashzadeh Shoorideh ◽  
Jamileh Mohtashami ◽  
Mohamad Amin Pourhoseingholi ◽  
Tayebeh Jamshidi ◽  
...  
Keyword(s):  
Obsessive Compulsive Disorder ◽  
Self Efficacy ◽  
T Test ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
Before And After ◽  
Quasi Experimental ◽  
Empowerment Model ◽  
The Impact ◽  
Family Centered

Objective: Obsessive compulsive disorder is one of the most common disorders affectig the individuals’ performance. Promotion of self-efficacy is important in these patients. This study determined the impact of family-centered empowerment model on self-efficacy in patients with obsessive compulsive disorder. Material and Methods: This was a quasi-experimental single group before-after intervention study, which conducted on 36 patients with Obsessive compulsive disorder. The samples were selected with purposive sampling method using inclusion criteria. The family-centered empowerment model was implemented in 5 sessions for 3 months focusing on four categories (perceived threat, self-efficacy, educational contribution, and assessment). The instrument used consisted of two parts including demographic information questionnaire and Self-efficacy Questionnaire which was completed before, immediately after, and 1.5 month after intervention by the study units. The data were analyzed with SPSS21 using descriptive Statistics, repeated measure ANOVA and paired t-test. Results: The mean selfefficacy scores were 47.78±8.71 and 51.44±10.83 before and after intervention, respectively (P=0.04). Also, a comparison of self-efficacy scores with t-test before and after intervention and follow-up indicated a significant correlation (P<0.05). Conclusion: Our findings showed the implementation of family-centered empowerment model could be recommended to increase the rate of self-efficacy in patients with obsessive compulsive disorder. Bangladesh Journal of Medical Science Vol.20(2) 2021 p.274-280

scholarly journals Impact of an undergraduate course on medical students’ self-perceived nutrition intake and self-efficacy to improve their health behaviours and counselling practices

2014 ◽  
Vol 6 (2) ◽  
pp. 101 ◽  
Author(s):  
Jennifer Crowley ◽  
Lauren Ball ◽  
Michael Leveritt ◽  
Bruce Arroll ◽  
Dug Yeo Han ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Eating Habits ◽  
Health Behaviours ◽  
Lifestyle Behaviour ◽  
Medical Undergraduate ◽  
Before And After ◽  
Nutrition Intake ◽  
The University ◽  
The Impact

INTRODUCTION: Doctors are increasingly involved in the management of chronic disease and counsel patients about their lifestyle behaviours, including nutrition, to improve their health outcomes. AIM: This study aimed to assess the impact of a medical undergraduate course containing nutrition content on medical students’ self-perceived nutrition intake and self-efficacy to improve their health behaviours and counselling practices. METHODS: A total of 239 medical students enrolled in a 12-week nutrition-related course at The University of Auckland were invited to complete an anonymous questionnaire before and after the course. The questionnaire was adapted from a previous evaluation of a preventive medicine and nutrition course at Harvard Medical School. RESULTS: Sixty-one medical students completed both pre- and post-course questionnaires (25.5%). At baseline, medical students described their eating habits to be more healthy than non-medical students (p=0.0261). Post-course, medical students reported a higher frequency of wholegrain food intake (p=0.0229). Medical students also reported being less comfortable making nutrition recommendations to family and friends post-course (p=0.008). Most medical students (63.9%) perceived increased awareness of their own dietary choices, and some (15.3%) reported an increased likelihood to counsel patients on lifestyle behaviour post-course. DISCUSSION: Students can increase awareness of their own nutrition behaviour after undertaking a course that includes nutrition in the initial phase of their medical degree. Further investigation of how medical students’ confidence to provide nutrition advice evolves throughout their training and in future practice is required. KEYWORDS: Exercise; health behavior; medical education; nutritional sciences

The influence of technology on entrepreneurial self-efficacy development for online business start-up in developing nations

2019 ◽  
Vol 21 (3) ◽  
pp. 168-177 ◽  
Author(s):  
Thea van der Westhuizen ◽  
Marialauda Joel Goyayi
Keyword(s):  
Self Efficacy ◽  
Action Learning ◽  
Opportunity Identification ◽  
Self Confidence ◽  
Start Up ◽  
Before And After ◽  
Online Business ◽  
Impact Of Technology ◽  
Entrepreneurial Activities ◽  
The Impact

Business start-ups are usually volatile and risky. They require rapid response and adaptability, calling for entrepreneurial self-confidence among young entrepreneurs. As there is a presumption that technology can alleviate these challenges, this study assessed transformation in entrepreneurial self-efficacy (ESE) among young South Africans in relation to an online business start-up. The article’s contribution centres on the advancement of knowledge on youth entrepreneurship development by understanding/exploring the impact of technology in boosting entrepreneurial confidence and thus stimulating entrepreneurial activities. Using an action learning approach, a business tech start-up process was simulated with a group of 109 randomly recruited participants. Their ESE moving through the start-up cycle was captured and analysed. Likert-scale data were collected on their perceptions before and after the simulation in relation to tolerance self-efficacy, relationship self-efficacy, managerial self-efficacy and opportunity identification self-efficacy. Findings showed significant change in ESE for business start-up after exposure to the potentials and opportunities of technology-related businesses. Participants showed increased confidence and enthusiasm on prospects of success in establishing tech businesses. Effect on the development of ESE was also more pronounced in male participants than female participants.

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