Measuring Confidence Levels of Male and Female Students in Open Access Enabling Courses

Autor/in	Atherton, Mirella
Titel	Measuring Confidence Levels of Male and Female Students in Open Access Enabling Courses
Quelle	In: Issues in Educational Research, 25 (2015) 2, S.81-98 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Foreign Countries; Self Esteem; Gender Differences; Undergraduate Students; Open Enrollment; Access to Education; College Science; Comparative Analysis; Measurement Techniques; Australia + Suchen Sie Ihr Suchwort? Ausland; Self-esteem; Selbstaufmerksamkeit; Geschlechterkonflikt; Open entry; Offenes Bildungssystem; Education; Access; Bildung; Zugang; Bildungszugang; Messtechnik; Australien
Abstract	The study of confidence was undertaken at the University of Newcastle with students selecting science courses at two campuses. The students were enrolled in open access programs and aimed to gain access to undergraduate studies in various disciplines at University. The "third person effect" was used to measure the confidence levels of the students in comparison to their peers. Using this technique, the study examines the extent to which students undertaking open access programs are confident in learning. The results for male and female students were compared and contrasted. Lack of confidence in learning arises predominantly in females with little educational experience and a distant educational background. Female students were also less optimistic in predicting the performance of a third person beginning the course. This paper argues the need to build confidence in students who experience high levels of uncertainty in learning. It is thought that building confidence in students in early stages optimises their academic success. It also provides for a smooth transition into the first year of undergraduate study and thus improves academic outcomes. The issues raised are important to educational research that serves higher education preparatory and admissions programs. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01