Academic self-efficacy and first year college student performance and adjustment.

2001 ◽  
Vol 93 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Martin M. Chemers ◽  
Li-tze Hu ◽  
Ben F. Garcia
Keyword(s):  
College Student ◽  
Student Performance ◽  
Self Efficacy ◽  
First Year ◽  
First Year College ◽  
Academic Self Efficacy

Social media intensity and first-year college students’ academic self-efficacy in Flanders and the United States

2019 ◽  
Vol 68 (2) ◽  
pp. 115-137
Author(s):  
Jenna McNallie ◽  
Elisabeth Timmermans ◽  
Elizabeth Dorrance Hall ◽  
Jan Van den Bulck ◽  
Steven R. Wilson
Keyword(s):  
United States ◽  
College Students ◽  
Social Media ◽  
Self Efficacy ◽  
The United States ◽  
First Year ◽  
First Year College ◽  
First Year College Students ◽  
Academic Self Efficacy

Moderating role of social support on first-year college student outcomes

2011 ◽  
Author(s):  
Daniel A. Dickson ◽  
Colleen S. Conley ◽  
Kunal A. Patel ◽  
Daniel Cunningham
Keyword(s):  
Social Support ◽  
College Student ◽  
Student Outcomes ◽  
First Year ◽  
First Year College ◽  
College Student Outcomes ◽  
Moderating Role

First-Year Engineering Students’ Conceptualization of Entrepreneurial Mindset

2021 ◽  
pp. 251512742110292
Author(s):  
Darby R. Riley ◽  
Hayley M. Shuster ◽  
Courtney A. LeMasney ◽  
Carla E. Silvestri ◽  
Kaitlin E. Mallouk
Keyword(s):  
High School ◽  
College Student ◽  
Engineering Students ◽  
Educational Experiences ◽  
Multidisciplinary Design ◽  
First Year ◽  
First Semester ◽  
First Year College ◽  
Starting Point ◽  
Reflection Prompts

This study was conducted to examine how first-year engineering students conceptualize the Entrepreneurial Mindset (EM) and how that conceptualization changes over the course of their first semester of college, using the Kern Entrepreneurial Engineering Network (KEEN)’s 3Cs as a starting point. Students enrolled in an introductory, multidisciplinary design course responded to biweekly reflection prompts on their educational experiences (either in high school or as a first-year college student) and related this experience to one of the 3Cs of EM: Curiosity, Connections, or Creating Value. Results indicate that students’ conceptualization of the 3Cs often align with definitions of EM from KEEN, as well as foundational works in the entrepreneurship field, and that their interpretation of each of the 3Cs does change during their first semester in college. For instance, students were less likely to write about curiosity and more likely to write about creating value at the end of the semester compared to the beginning.

scholarly journals INFLUENCE OF LEARNING PREFERENCE ON SELF-EFFICACY AND PERFORMANCE IN MIXED-MODALITY FIRST-YEAR ENGINEERING DESIGN

2013 ◽  
Author(s):  
Jon-Michael J. Booth ◽  
Thomas E. Doyle ◽  
David M. Musson
Keyword(s):  
Engineering Design ◽  
Student Performance ◽  
Self Efficacy ◽  
Learning Preferences ◽  
First Year ◽  
Final Examination ◽  
Design Project ◽  
Learning Preference ◽  
Simulation Based ◽  
And Performance

All students have preferences for the way they receive and distribute information when the objective is learning. These preferences can be shown to have an effect on self-efficacy and on performance. The relationships between learning preference, self-efficacy and performance were studied using survey and grade data obtained from a first-year Engineering Design and Graphics course. The students were placed in one of three groups according to the modality (type) of design project they were given; a Simulation-Based project (SIM) using a software simulation tool, a Prototyping project (PRT) using a 3D printer, or a Simulation and Prototyping project (SAP) where they had to complete a design using both tools. Participants were given a custom survey that assessed self-efficacy and the VARK learning styles inventory which assesses learners on Visual, Aural, Read / Write and Kinesthetic learning preferences. 97 students were surveyed representing a response rate of 22.6%. Student performance was assessed by examining scores on a subset of questions related to design visualization on the final examination for the course. Data analysis involved examining the correlation between learning style and self-efficacy, and scores on final examination for each of the three course modality groups. Findings from this study include higher performance for Kinesthetic learners assigned a simulation-based project and low performance for Read/Write learners with a prototyping project. This study supports the hypothesis that student performance may depend on learning preferences coupled with design project modality.

scholarly journals First-Year Students’ Academic Self-Efficacy Calibration: Differences by Task Type, Domain Specificity, Student Ability, and Over Time

2020 ◽  
Vol 11 (2) ◽  
pp. 109-121
Author(s):  
Kate Talsma ◽  
Kimberley Norris ◽  
Benjamin Schüz
Keyword(s):  
Self Efficacy ◽  
Task Type ◽  
Low Achievers ◽  
Domain Specificity ◽  
High Achievers ◽  
First Year ◽  
Achievement Level ◽  
Academic Self Efficacy ◽  
Over Time ◽  
Task Level

This research explored whether academic self-efficacy calibration (the match between self-efficacy beliefs and academic outcomes) in first-year psychology students (n=197) differed as a function of task type (written assignment/multiple-choice exam), domain specificity (task level/subject level), over time (mid-semester/end of semester) and according to student achievement level (high achievers/low achievers). Lower-achieving students were overconfident across both the written assignment and the exam, while higher-achieving students were accurately calibrated on both tasks. The subject-level calibration of lower-achieving students improved between mid-semester and the end of semester (though students remained overconfident). Higher-achieving students’ subject-level calibration remained stable over the semester, and they were about half as overconfident as the lower-achieving students. Both groups of students were more overconfident at subject-level than at task-level overall. On the whole, overconfidence was prevalent, especially for low achievers, and at subject level. Findings suggest that a one-size-fits-all approach to self-efficacy is unlikely to be beneficial for all learners.

scholarly journals Psychological Well-Being, Stress, and Emotion Regulation in First Year College Student during COVID-19

2021 ◽  
Vol 10 (1) ◽  
pp. 51-64
Author(s):  
Aditya Gunawan ◽  
Dini Rahma Bintari
Keyword(s):  
Emotion Regulation ◽  
College Student ◽  
Cognitive Reappraisal ◽  
Well Being ◽  
First Year ◽  
Expressive Suppression ◽  
Psychological Well Being ◽  
First Year College

Stres merupakan salah satu reaksi psikologis yang menyertai mahasiswa selama pandemic COVID-19. Tingkat stres dapat mempengaruhi kesejahteraan psikologis mahasiswa. Terdapat penelitian-penelitian sebelumnya yang menemukan hubungan antara regulasi emosi dengan stres maupun kesejahteraan psikologis, dimana tingkat stress yang tinggi akan menurunkan kesejahteraan psikologis dan regulasi emosi mampu mengurangi stress serta menjaga kesejahteraan psikologis individu.  Strategi regulasi emosi expressive suppression dan cognitive reappraisal diartikan sebagai cara individu dalam mempengaruhi, merasakan, serta mengekspresikan emosi yang dimiliki. Penelitian ini bertujuan untuk menguji efek strategi regulasi emosi expressive suppression dan cognitive reappraisal sebagai moderator antara stres dan kesejahteraan psikologis. Sebanyak 119 mahasiswa baru Universitas Indonesia 2020 terlibat dalam penelitian ini. Stres diukur menggunakan Perceived Stres Scale-10 for COVID-19 (PSS-10-C); regulasi emosi diukur menggunakan Emotion Regulation Questionnaire (ERQ); dan kesejahteraan psikologis diukur menggunakan Ryff’s Scales of Psychological Well-being (RPWB). Hasil penelitian menunjukkan bahwa (1) stres dapat menjadi prediktor kesejahteraan psikologis secara signifikan; (2) strategi regulasi emosi expressive suppression signifikan dalam memperkuat hubungan negatif antara stres dan kesejahteraan psikologis; (3) strategi regulasi emosi cognitive reappraisal signifikan dalam memperlemah hubungan negatif antara stres dan kesejahteraan psikologis.

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