Supporting First-Year Experience Students' Academic Self-Efficacy with Intentional Instructional Design
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| Title: | Supporting First-Year Experience Students' Academic Self-Efficacy with Intentional Instructional Design |
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| Language: | English |
| Authors: | Rosemarie Jagielo-Manion (ORCID |
| Source: | Innovative Higher Education. 2025 50(4):1115-1137. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Freshmen, First Year Seminars, Transitional Programs, Student Attitudes, Instructional Design, Self Efficacy, Academic Achievement, Experiential Learning, Cooperation, Student Motivation |
| DOI: | 10.1007/s10755-024-09768-8 |
| ISSN: | 0742-5627 1573-1758 |
| Abstract: | First-Year Experience (FYE) courses are found in colleges across the United States to support students' transition to college (McBride et al., 2021, "Journal of the First-Year Experience & Students in Transition" 33:99-119, Young & Keup, 2016, "New Directions for Community Colleges" 2016:57-69). This study explored how bridging pedagogical and andragogical principles in an intentionally designed book study and experiential learning project influenced 89 first-year college students' perceptions of their self-efficacy. Pre- and post-surveys and classroom artifacts were used to collect data on participants' perceptions of their self-efficacy related to peer collaboration, institutional support, motivation/self-directed learning, and study strategies. Findings revealed that participants' comfort levels in study strategies, peer collaboration, use of university resources, and academic research increased from the start to the end of the book study and experiential learning project. Results of this study can be utilized as a guide for instructors/programs in the design and implementation of their courses to best support first-year students' perceptions of self-efficacy and their persistence to graduation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480406 |
| Database: | ERIC |
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| Abstract: | First-Year Experience (FYE) courses are found in colleges across the United States to support students' transition to college (McBride et al., 2021, "Journal of the First-Year Experience & Students in Transition" 33:99-119, Young & Keup, 2016, "New Directions for Community Colleges" 2016:57-69). This study explored how bridging pedagogical and andragogical principles in an intentionally designed book study and experiential learning project influenced 89 first-year college students' perceptions of their self-efficacy. Pre- and post-surveys and classroom artifacts were used to collect data on participants' perceptions of their self-efficacy related to peer collaboration, institutional support, motivation/self-directed learning, and study strategies. Findings revealed that participants' comfort levels in study strategies, peer collaboration, use of university resources, and academic research increased from the start to the end of the book study and experiential learning project. Results of this study can be utilized as a guide for instructors/programs in the design and implementation of their courses to best support first-year students' perceptions of self-efficacy and their persistence to graduation. |
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| ISSN: | 0742-5627 1573-1758 |
| DOI: | 10.1007/s10755-024-09768-8 |
