Self-Efficacy as a Long-Term Outcome of a General Education Course on Digital Technologies
Bibliographic Data
| ID | 20297643 |
|---|---|
| Authors | Renata Revelo (0000-0002-7708-5909, University of Illinois Chicago), Christopher Schmitz (0000-0002-9673-9832, University of Illinois Urbana-Champaign), Christopher D Schmitz, Duyen T Le, Duyen Thi Hong Le (University of Illinois Urbana-Champaign), Michael C Loui (0000-0002-3871-0724, Purdue University West Lafayette) |
| Year | 2017 |
| Volume | 60 |
| Issue | 3 |
| Pages | 198-204 |
| Publication date | 2017-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IEEE Transactions on Education (JOURNAL) |
| Journal identifiers | ISSN: 0018-9359 • E-ISSN: 1557-9638 |
| Publisher | Institute of Electrical and Electronics Engineers (IEEE) (PUBLISHER) |
| DOI | 10.1109/te.2016.2635624 |
| OpenAlex | W2569414763 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
This paper investigates the long-term outcomes of a general education course on digital technologies. Through conducting cross-sectional and longitudinal interviews with students, the authors found that non-engineering students who took this course had notable noncognitive, long-term outcomes. A primary focus of the work reported in this paper was the long-term outcome of self-efficacy. The authors also investigated the sources of self-efficacy for the students in the course. The primary sources of self-efficacy in the course were verbal persuasion and mastery experience. Faculty and teaching assistants were key sources for verbal persuasion. Some students exhibited a “success paradox”: They felt successful in the course even though they failed to meet their initial expectations. The authors also found that a mastery experience, such as working on a final project, can still feel successful when it is mediated by verbal persuasion. This paper can guide faculty in designing or adapting courses to promote student self-efficacy
Course (navigation) · Mathematics education · Medical education · Outcome (game theory) · Pedagogy · Persuasion · Self-efficacy · Term (time) · Engineering · Experimental Learning in Engineering · Innovative Teaching and Learning Methods · Medicine · Online and Blended Learning · Psychology · Social Psychology
Faculty do Matter
Sources of Self-Efficacy in School
Self-Efficacy
Student-Faculty Informal Contact and College Outcomes
Social learning theory
Motivation and Nonmajors in Computer Science
Teaching the nonscience major
Self-efficacy
Student-Faculty Interactional Settings and Their Relationship to Predicted Academic Performance
| Citations per year | 0.17 |
|---|---|
| Citation span | 2020 - 2020 (1) |
| Highly cited | No |