Exploring the Experience of Instructor and First-Year Student Creative Self-Efficacy in a Higher Education Institution's Multi-Disciplinary Creativity Curriculum

2021 ◽  
Author(s):  
George G. Moker
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
First Year ◽  
Creative Self ◽  
First Year Student

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals Determinants of First-Year Student Identity and Satisfaction in Higher Education: A Quantitative Case Study

SAGE Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 215824401984668
Author(s):  
Chin-Siang Ang ◽  
Kam-Fong Lee ◽  
Genevieve F. Dipolog-Ubanan
Keyword(s):  
Higher Education ◽  
First Year ◽  
Student Identity ◽  
Quantitative Case Study ◽  
First Year Student

Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention

2016 ◽  
Vol 20 (1) ◽  
pp. 67-91 ◽  
Author(s):  
Laura J. Holt ◽  
James E. Fifer
Keyword(s):  
Student Retention ◽  
Attachment Style ◽  
Self Efficacy ◽  
Future Research ◽  
First Year ◽  
Peer Mentors ◽  
Peer Mentor ◽  
First Year Students ◽  
Avoidant Attachment ◽  
First Year Student

Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ ( n = 76) or mentees’ ( n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.

scholarly journals The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach

2021 ◽  
Vol 9 (2) ◽  
pp. 50-77
Author(s):  
Tobias Jenert ◽  
Taiga Brahm
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Personal Characteristics ◽  
Individual Characteristics ◽  
First Year ◽  
Contextual Diversity ◽  
First Year Students ◽  
Contextual Differences

Research on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.

scholarly journals First-year university students entrepreneurial competence: Exploring the relationship between grit, creative self-efficacy and entrepreneurial self-efficacy

2021 ◽  
Author(s):  
Paula Álvarez-Huerta ◽  
Inaki Larrea ◽  
Alexander Muela
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Cognitive Theory ◽  
Predictor Variable ◽  
First Year ◽  
Self Perceptions ◽  
Creative Self ◽  
First Year University ◽  
The Relationship

Grit, creative self-efficacy and entrepreneurial self-efficacy have been associated with the development of entrepreneurial behaviours that can prepare students for a rapidly changing world of work. The main purpose of this study is to analyse the relationship between the three variables amongst first-year university students. A positive relationship, albeit modest, was found between grit and the two measures of self-efficacy. Furthermore, findings suggest that grit can be considered a predictor variable for student self-efficacy beliefs in the context of entrepreneurship. However, this relationship was found to be weak and not to offer significant opportunities for the improvement of student creative and entrepreneurial self-perception, beyond those already contemplated in social cognitive theory. Moreover, results revealed a significant and robust positive relationship between creative and entrepreneurial self-perceptions in university students. The strong relationship found between creative and entrepreneurial self-efficacy renders an opportunity to develop informed interventions directed towards improving student entrepreneurial self-perceptions. In this regard, the results suggest the importance of cultivating creativity in educational institutions.

Teaching First-Year Students: Literature Review

2021 ◽  
pp. 5-10
Author(s):  
I. A. Karpovich
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Scientific Research ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
Induction Process ◽  
Successful Induction ◽  
First Year Student

The effectiveness of university academic process depends on how quickly and effectively a first-year student overcomes the challenges of the induction process. Creating conditions for the successful induction of students in the educational process is one of the priorities of higher education. This paper focuses on the literature review devoted to the main directions of current scientific research on the problem of adaptation of first-year students.

scholarly journals COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

2021 ◽  
Vol 13 (4) ◽  
pp. 1889 ◽  
Author(s):  
Karina Cicha ◽  
Mariia Rizun ◽  
Paulina Rutecka ◽  
Artur Strzelecki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Technology Acceptance ◽  
Self Efficacy ◽  
Computer Anxiety ◽  
Equation Modeling ◽  
First Year ◽  
First Year Students ◽  
Starting Point ◽  
E Learning

The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

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