The Study, Evaluation, and Improvement of University Student Self-Efficacy

Autor/inn/en	Bartimote-Aufflick, Kathryn; Bridgeman, Adam; Walker, Richard; Sharma, Manjula; Smith, Lorraine
Titel	The Study, Evaluation, and Improvement of University Student Self-Efficacy
Quelle	In: Studies in Higher Education, 41 (2016) 11, S.1918-1942 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.999319
Schlagwörter	Evaluation; Educational Improvement; College Students; Self Efficacy; Foreign Countries; Outcomes of Education; Statistical Analysis; Teaching Methods; Motivation; Academic Achievement; Correlation; Higher Education; Self Concept; Beliefs; Metacognition; Locus of Control; Literature Reviews; Australia + Suchen Sie Ihr Suchwort? Evaluierung; Teaching improvement; Unterrichtsentwicklung; Collegestudent; Self-efficacy; Selbstwirksamkeit; Ausland; Lernleistung; Schulerfolg; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; psychologische; Motivation (psychologisch); Schulleistung; Korrelation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstkonzept; Belief; Glaube; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Australien
Abstract	In this review of 64 articles published since the year 2000, a strong association between self-efficacy and student learning outcomes was apparent. Self-efficacy is also related to other factors such as value, self-regulation and metacognition, locus of control, intrinsic motivation, and strategy learning use. The review revealed that university student self-efficacy is higher under certain conditions than others, and that it can be improved. Examples of teaching strategies that may be used to improve self-efficacy are outlined. In screening articles for inclusion in the review, several conflicting definitions of self-efficacy arose. Clarification on the meaning and scope of the self-efficacy term is provided. The interpretation of the results of some studies reviewed was limited by design or analysis issues. Suggestions for addressing these issues in future research and evaluation work is given. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01