Increasing Self-Efficacy of First Year Seminar Students: A Case Study
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| Title: | Increasing Self-Efficacy of First Year Seminar Students: A Case Study |
|---|---|
| Language: | English |
| Authors: | Hanson, Trudy L., Drumheller, Kristina, Gerlich, Nicholas |
| Source: | Research in Higher Education Journal. Jan 2019 36. |
| Availability: | Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Freshmen, First Year Seminars, Self Efficacy, Reading Materials, Leadership Role, Student Participation, Self Concept, Expectation, Self Determination, Competence, Personal Autonomy, Reading Assignments |
| ISSN: | 1941-3432 |
| Abstract: | The authors conducted a case study of a first year Communication discipline specific seminar class to determine how the use of a common reader for the course affected students' self-efficacy. Using focus groups and an end of semester storytelling assignment, the authors collected data that revealed three themes: choice for participation, identity struggles, and college expectations. Whether or not the students read the common reader ("Paper Towns" by John Green) and whether or not they took a leadership role in preparing the public research presentation based on the reader, the focus group discussions allowed students to discuss self-identity issues, as well as their own college expectations. Feeling positive about their major, choice to live in the residence halls, friends, and programs of which they are a part helped the participating students feel they had made a competent choice. In assessing the themes that emerged, student self-efficacy was demonstrated in all three areas of self-determination theory: competence, relatedness, and autonomy. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1204022 |
| Database: | ERIC |
| Abstract: | The authors conducted a case study of a first year Communication discipline specific seminar class to determine how the use of a common reader for the course affected students' self-efficacy. Using focus groups and an end of semester storytelling assignment, the authors collected data that revealed three themes: choice for participation, identity struggles, and college expectations. Whether or not the students read the common reader ("Paper Towns" by John Green) and whether or not they took a leadership role in preparing the public research presentation based on the reader, the focus group discussions allowed students to discuss self-identity issues, as well as their own college expectations. Feeling positive about their major, choice to live in the residence halls, friends, and programs of which they are a part helped the participating students feel they had made a competent choice. In assessing the themes that emerged, student self-efficacy was demonstrated in all three areas of self-determination theory: competence, relatedness, and autonomy. |
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| ISSN: | 1941-3432 |
