Connecting High Impact Practices and Student Self-Efficacy: Social Cognitive Theory as a Window into Student Growth

Autor/inn/en	Suchland, Colin E.; Carbonaro, Suzanne A.
Titel	Connecting High Impact Practices and Student Self-Efficacy: Social Cognitive Theory as a Window into Student Growth
Quelle	In: Intersection: A Journal at the Intersection of Assessment and Learning, 2 (2021) 2, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Undergraduate Students; COVID-19; Pandemics; Educational Practices; Instructional Effectiveness; Self Efficacy; Social Cognition; Theories; Evaluation; Illinois + Suchen Sie Ihr Suchwort? Bildungspraxis; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Soziale Kognition; Theory; Theorie; Evaluierung
Abstract	High Impact Practices (HIPs) encompass a variety of educational opportunities proven to increase student engagement and persistence in their collegiate studies, but do they also lead to increased self-efficacy? By combining the literature of HIPs with Social Cognitive Theory (SCT) this research presents a combined assessment methodology tested in an undergraduate sociology class during the COVID-19 pandemic that includes high impact assignments, reflective practices, and a pre/post self-efficacy survey, giving students a more comprehensive practice, which provides tools to empower learners to connect collegiate and personal experiences to their professional goals. (As Provided).
Anmerkungen	Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01