Buoyancy, Self-Efficacy, and Course Performance in Calculus: Contributions to Day Zero Learning Analytics

2015 ◽  
Author(s):  
Rayne A. Sperling ◽  
Wik Hung Pun ◽  
Carolyn Strickland
Keyword(s):  
Self Efficacy ◽  
Learning Analytics ◽  
Course Performance

Increasing Oral Communication Self-Efficacy Improves Oral Communication and General Academic Performance

2019 ◽  
Vol 82 (4) ◽  
pp. 440-457
Author(s):  
Thomas M. Cavanagh ◽  
Christopher Leeds ◽  
Janet M. Peters
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Oral Communication ◽  
Business Communication ◽  
Vicarious Experience ◽  
Business Majors ◽  
Verbal Persuasion ◽  
Course Performance ◽  
Grade Point ◽  
Communication Course

In order for students to effectively transfer oral communication skills from academic to professional settings, they must have high oral communication self-efficacy. We significantly increased oral communication self-efficacy in a sample of 97 undergraduate business majors by incorporating enactive mastery, vicarious experience, verbal persuasion, and physiological arousal into a business communication course. Self-efficacy was positively and significantly correlated with course performance, and increases in self-efficacy were positively and significantly correlated with changes in overall grade point average. By targeting self-efficacy, instructors can improve students’ oral communication skills and help them transfer these skills from academic to professional settings.

The Association between the Directional Accuracy of Self-Efficacy and Accounting Course Performance

2002 ◽  
Vol 17 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Theodore E. Christensen ◽  
Timothy J. Fogarty ◽  
Wanda A. Wallace
Keyword(s):  
Path Analysis ◽  
Extracurricular Activities ◽  
Self Efficacy ◽  
Essential Element ◽  
The Self ◽  
Accounting Students ◽  
Exam Performance ◽  
Course Performance ◽  
Self Assessment ◽  
Subsequent Performance

This study examines how accounting students' ability to assess their course standing mid-way through the term is associated with their success in the course. Drawing on the paradigm of self-efficacy, we explicitly assess mid-way through the course how aware students are of (1) their exam performance, having taken an exam but before receiving feedback, and (2) their final course grade. Path analysis results for a sample of 214 students suggest that the more conservative a student's self-efficacy (that is, the less optimistic or more pessimistic the self-assessment), the higher the second exam score and final course grade. This relationship holds even after controlling for cumulative GPA in accounting courses, average exam performance during the term, trajectory of achievement, number of accounting classes already completed, and the extent of involvement in extracurricular activities. Path analysis results also support the notion that student characteristics are associated with performance, both directly and indirectly (via their association with the conservatism of self-efficacy). We find that the direction of inaccuracy matters. When students' predictions are below outcomes, reflecting pessimism, subsequent performance improves. When predictions are above outcomes, reflecting optimism, subsequent performance deteriorates. These results suggest that the direction of inaccuracy in understanding current course standing is an essential element of students' success in the classroom, apparently due to the self-regulatory behavior prompted by such misalignment.

scholarly journals Reducing Anxiety and Increasing Self-efficacy within an Advanced Graduate Psychology Statistics Course

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
April L McGrath ◽  
Alyssa Ferns ◽  
Leigh Greiner ◽  
Kayla Wanamaker ◽  
Shelley Brown
Keyword(s):  
Focus Group ◽  
Nous Avons ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Future Research ◽  
Statistics Anxiety ◽  
Course Performance ◽  
Group Data ◽  
Statistics Course ◽  
Focus Group Data

In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach. Statistics anxiety significantly decreased and students’ current statistics self-efficacy increased. Further, course performance was positively correlated with self-efficacy and a strong negative relationship between statistics anxiety and self-efficacy was documented. Focus group data suggested students appreciated aspects of this teaching framework and that they thought it served to reduce anxiety. In addition to this teaching framework, two instructional techniques were used to teach two specific statistical concepts. These techniques did not result in significant performance differences; however, students reported enjoying the activities and encouraged their use in future classes. Overall, this study suggests a multifaceted teaching framework may be useful in helping graduate students overcome anxiety and increase self-efficacy when completing an advanced statistics course. The research presented here adds to the growing literature concerning the importance of non-cognitive factors when teaching statistics. Limitations and directions for future research are discussed. Dans cette étude, nous avons évalué l’utilité d’un cadre pédagogique à plusieurs facettes dans un cours de statistiques de niveau avancé. Nous avons cherché à accroître les résultats de nos recherches passées en utilisant ce cadre pour évaluer les changements en matière d’anxiété et d’auto-efficacité et nous avons recueilli des données de la part de groupes cibles pour vérifier si les étudiants attribuaient de tels changements à une approche pédagogique à plusieurs facettes. L’anxiété vis à vis des statistiques avait beaucoup diminué et l’auto efficacité actuelle des étudiants en matière de statistiques avait augmenté. De plus, le rendement des cours était lié de façon positive à l’auto efficacité et une forte relation négative a été documentée entre l’anxiété vis à vis des statistiques et l’auto efficacité. Les données recueillies des groupes cibles suggèrent que les étudiants ont apprécié les divers aspects de ce cadre pédagogique et qu’ils ont pensé que celui-ci permettait de réduire l’anxiété. Outre ce cadre pédagogique, deux techniques d’instruction ont été utilisées pour enseigner deux concepts de statistiques spécifiques. Ces techniques n’ont pas donné lieu à des différences significatives, toutefois les étudiants ont rapporté qu’ils avaient aimé les activités et qu’ils encourageaient leur emploi dans d’autres cours à l’avenir. En général, cette étude suggère qu’un cadre pédagogique à plusieurs facettes peut être utile pour aider les étudiants des cycles supérieurs à surmonter l’anxiété et à augmenter l’auto efficacité dans les cours de statistiques de niveau avancé. La recherche présentée ici s’ajoute à la documentation de plus en plus vaste qui existe déjà sur l’importance des facteurs non cognitifs dans l’enseignement des statistiques. L’article présente également une discussion sur les limites et les directions à suivre pour des recherches futures.

Connecting achievement motivation to performance in general chemistry

2016 ◽  
Vol 17 (4) ◽  
pp. 1054-1066 ◽  
Author(s):  
Brent Ferrell ◽  
Michael M. Phillips ◽  
Jack Barbera
Keyword(s):  
General Chemistry ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Chemistry Education ◽  
Situational Interest ◽  
Course Performance ◽  
Psychological Constructs ◽  
First Semester ◽  
Chemistry Students ◽  
Affective Processes

Student success in chemistry is inherently tied to motivational and other affective processes. We investigated three distinct constructs tied to motivation: self-efficacy, interest, and effort beliefs. These variables were measured twice over the course of a semester in three sections of a first-semester general chemistry course (n= 170). We explored the connections that exist among these three constructs as well as their connections to course performance. Multiple regression and path analysis revealed that self-efficacy measured during week 12 was the strongest predictor of final course grade followed by situational interest. We also report that personal interest is a significant predictor of future self-efficacy. Our results add to the growing literature on psychological constructs within chemistry education by identifying variables related to motivation that have a significant connection to course performance among chemistry students. We briefly address how these variables could be targeted in the classroom.

Intimidation in small learning groups: The roles of social-comparison concern, comfort, and individual characteristics in student academic outcomes

2011 ◽  
Vol 12 (3) ◽  
pp. 175-187 ◽  
Author(s):  
Marina Micari ◽  
Denise Drane
Keyword(s):  
Social Comparison ◽  
Small Group ◽  
Self Efficacy ◽  
Individual Characteristics ◽  
Learning Program ◽  
Course Performance ◽  
Grade Point ◽  
Learning Groups ◽  
Final Grade ◽  
And Gender

This study examines the relationship of social-comparison concern, comfort, and self-efficacy to course performance and program persistence in a small-group learning environment. As part of the study, 205 undergraduates in a peer-led, small-group science learning program were surveyed at the beginning and end of the academic term; surveys addressed self-efficacy for the course, comfort participating in the small groups, and concern about comparison with others in the groups. Results indicated that while social-comparison concern and comfort were unrelated to prior academic preparation (as measured by grade point average and SAT mathematics score), they were related to self-efficacy, ethnic minority status, and gender, as well as to persistence in the program and final grade.

Online Integrative Histology Module Improves Self‐efficacy for Medical Students with Lower Course Performance

2020 ◽  
Vol 34 (S1) ◽  
pp. 1-1
Author(s):  
Daniel T. Schoenherr ◽  
Mary O. Dereski ◽  
Kurt D. Bernacki ◽  
Said Hafez-Khayyata ◽  
Stefanie M. Attardi
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Course Performance
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