scholarly journals Supporting students with resits to build self-efficacy

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Catherine Farrant ◽  
Raluca Marinciu ◽  
Dawn Reilly ◽  
Liz Warren
Keyword(s):  
Business Education ◽  
Self Efficacy ◽  
Business School ◽  
Discussion Forums ◽  
Online Delivery ◽  
Mastery Experiences ◽  
Recommendations For Practice ◽  
Second Year ◽  
Student Discussion

This project explores the experiences of second-year students on Business School programmes regarding the support available to them in relation to resits in year one. The project involves students as partners in their learning, with data collected via interviews and student discussion forums. Findings are that students who are preparing for resit exams like to use question practice in the resit period to provide mastery experiences which build self-efficacy. We find that students may undervalue feedback on an original submission as a source of guidance towards a resit coursework. The fieldwork was completed before the 2020 campus closure necessitated by the COVID-19 pandemic. However, based on our findings, we suggest recommendations for practice which can be applied for both on-campus and online delivery of our programmes.Keywords: Business Education, exams, inclusivity, mastery experiences, resits, self-efficacy

scholarly journals Creating a pathway to employability in a Business School: developing professional practice through collaboration

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Katherine Leopold ◽  
Dawn Reilly
Keyword(s):  
Professional Practice ◽  
Business Education ◽  
Business School ◽  
Soft Skills ◽  
Technical Skills ◽  
Formative Feedback ◽  
Employability Skills ◽  
Second Year

Within Business Education, our students study technical skills and gain commercial knowledge which will equip them for their future careers.  In addition, our students need to develop the ‘soft skills’ which employers are looking for when they recruit graduates.  To create a pathway to employability, we have used a collaboration between a module leader and a Business School employability consultant to support second year students.  We set out how we have included the consultant in planning and delivering specific topics within the module, and in giving formative feedback to students. In this way we have embedded employability skills in the curriculum and built a relational pathway to the Business School’s careers support for students.

The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

2013 ◽  
Vol 27 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Gio Valiante ◽  
David B. Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Emotional States ◽  
Thought Patterns ◽  
Mastery Experiences ◽  
Professional Golfers ◽  
Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

Drop a Pebble in the Water

2016 ◽  
Vol 1 (4) ◽  
pp. 263-270
Author(s):  
Kate Black ◽  
Russell Warhurst
Keyword(s):  
Self Efficacy ◽  
Business School ◽  
Curriculum Change ◽  
Sense Of Self ◽  
Field Notes ◽  
Undergraduate Thesis

This article responds to Stoten’s (2016) article in Management Teaching Review on the use of PebblePad+ (PP+) to support learning, teaching, and assessment. We examined the realities of efforts to engender curriculum change using PP+ on a large undergraduate thesis course within a U.K. business school. We analyzed 2,143 emails between the 123 supervising-faculty and the professors leading the course. Field notes supplemented these data. We have demonstrated that while 18 supervising-faculty asserted the value of the use of PP+ (14.6%), the majority of faculty (54.5%) expressed concerns about using this technology, with eight supervisors failing to use the technology at all. We propose that these latter reactions resulted from a lack of self-efficacy with technology, a perceived task–technology mismatch, and perhaps, most significant, a threatened sense-of-self as “expert” in the eyes of their students and peers. We offer three key recommendations for readers who are considering technology-mediated change.

scholarly journals The validation of an L2 English listening self-efficacy instrument using Rasch analysis

2020 ◽  
Vol 24 (2) ◽  
pp. 1-22
Author(s):  
Eric Shepherd Martin
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Rasch Analysis ◽  
English Language ◽  
English Language Proficiency ◽  
Japanese University ◽  
Second Year ◽  
L2 Listening ◽  
Development And Validation ◽  
Esl Learners

This paper details the development and validation of a listening self-efficacy instrument for EFL/ESL learners with beginner- to-intermediate-level English language proficiency. Self-efficacy, or the belief in one's ability to perform a task successfully, is believed to determine how likely individuals will be to cope with difficulties relating to the task domain (e.g., listening, speaking, reading, or writing), and to sustain their effort in spite of obstacles (Bandura, 1997). To date, few instruments have been developed to evaluate English L2 listening self-efficacy. The instrument presented here was distributed among a sample of first- and second-year Japanese university students (N = 121), and, unlike most previously developed questionnaires, was validated through the use of Rasch analysis. The results of the administration of the questionnaire showed that learners' responses differed predictably and considerably, thereby suggesting the utility of the instrument for future use by EFL/ESL practitioners.

scholarly journals Interrelation of Ideas About Self-Efficacy with Motivation to Succeed in Young People Taking University Psychological and Legal Courses

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Evgeniya Vorontsova
Keyword(s):  
Young People ◽  
Interpersonal Communication ◽  
Self Efficacy ◽  
Female Students ◽  
First Year ◽  
Male And Female ◽  
Psychological Phenomena ◽  
Psychological Science ◽  
Second Year ◽  
University Training

Due to the growing interest in the phenomenon of self-efficacy, the psychological science examines the directions of studying self-efficacy in domestic and foreign exploratory development. The attention is focused on studies that reveal the interrelation of the self-efficacy phenomenon with other psychological phenomena, such as motivation to succeed and avoidance of failure, as well as studies devoted to the features of self-efficacy ideas in male and female students. There are publications on the data of the empiric investigation of interrelation of self-efficacy and success motivation in young people at various university training stages with presentations of analysis of differences in correlation features in male and female students. A conclusion is made that there are differences existing between the investigated indicators of self-efficacy in substantive work, self-efficacy in interpersonal communication and success motivation in the first-year and the second-year students, as well as the differences existing in the outlined indicators in the young people taking university psychological and legal courses.

scholarly journals PENGARUH THE PUBLIC GOOD DAN KNOWLEDGE SELF-EFFICACY TERHADAP NIAT KONSUMEN MELAKUKAN ELECTRONIC WORD OF MOUTH (E-WOM) (Studi pada Pengguna Kaskus di Indonesia)

2019 ◽  
Vol 3 (1) ◽  
pp. 16-28
Author(s):  
Nurul Hafizah ◽  
Maya Ariyanti
Keyword(s):  
Public Good ◽  
Self Efficacy ◽  
Word Of Mouth ◽  
Partial Least Square ◽  
Least Square ◽  
Electronic Word Of Mouth ◽  
Discussion Forums ◽  
The Public

Kemajuan jaringan internet WWW mampu memberikan pilihan informasi mengenai suatu produk, memungkinkan adanya sebuah komunikasi word-of-mouth yang tidak hanya menjadi sebuah bentuk komunikasi person-to-person namun juga memberikan kesempatan untuk merambat secara mendunia melalui media online yang biasa dikenal dengan Electronic Word of Mouth (e-WOM). Komunikasi e-WOM dapat dilakukan melalui online opinion platforms atau discussion forums, salah satunya adalah Kaskus. Dalam tulisan ini, penulis fokus pada faktor-faktor yang mempengaruhi niat konsumen melakukan e-WOM di Kaskus. Penulis mengidentifikasi motif utama dari niat eWOM konsumen yaitu Egoisme (reputasi dan timbal balik), Collectivism (rasa memiliki), Altruism (kenikmatan membantu), Prinsiplism (prinsip moral) dan Knowledge Self-Efficacy. Penulis menguji model penelitian dengan sampel 100 pengguna/member Kaskus di Indonesia. Dalam penelitian ini analisis data menggunakan pendekatan Partial Least Square (PLS) dengan menggunakan software Smart PLS 3 for windows. Hasil dari penelitian ini menunjukkan 27.9% varians dengan kenikmatan membantu, rasa memiliki dan reputasi berhubungan positif dengan niat konsumen melakukan e-WOM.

Reweaving the rainbow: qualitative color in business education

2018 ◽  
Vol 26 (3) ◽  
pp. 238-246 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Business Education ◽  
Business School ◽  
Business Schools ◽  
Business Students ◽  
First Year ◽  
Content Type ◽  
Central Direction ◽  
Undergraduate Economics ◽  
Personal Insight ◽  
Limited Generalizability

Purpose This study aims to reflect on the dominance of a narrowly focused analytical approach within business schools, which provides an artificially fractured and disjointed understanding of the contextual complexities and interconnectedness that students will encounter in the future. This approach unnecessarily constrains sensemaking and inhibits creative response to future social and organizational complexity. As business schools and their graduates come under sustained scrutiny and criticism, it perhaps appropriate to reexamine and reframe their analytical bias. Design/methodology/approach The central direction taken in this study is that of critical reflection on the present author’s practice and experience in teaching undergraduate economics and accounting. Although the analysis may have limited generalizability, it is hoped that it may prove of interest and value to business school educators. Findings The preferential business school reliance on analytical perspectives suggest that they fail to appreciate the nature of business, its embeddedness in broader society and the competencies required by undergraduates and graduates. This study argues that an emphasis on holistic systems, synthetic fusion and an appreciation of complexity – rather than a reductive analytical agenda – might benefit business schools, their graduates and society at large. Originality/value This study provides an original, albeit personal, insight into a significant problem in business education. It offers original perspectives on the problem and presents faculty-centered suggestions on how business students might be encouraged and empowered to see quality as well as quantitative perspectives in their first-year courses.

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