Self-efficacy and strategies to influence the study environment |
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| Authors: | Tomas Jungert Michael Rosander |
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| Institution: | 1. Department of Behavioural Sciences and Learning , Link?ping University , Link?ping, Sweden tomas.jungert@liu.se;3. Department of Behavioural Sciences and Learning , Link?ping University , Link?ping, Sweden |
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| Abstract: | This study investigates the relationship between student influence and academic self-efficacy in a sample of 275 students in two Master's programmes in Engineering. Students in only one of the programmes studied according to problem-based learning (PBL). Results indicate that students choosing strategies to influence course content or structure, through course evaluation and recommending changes to teachers had significantly higher self-efficacy beliefs than those who did not use such strategies. It is principally the students who studied according to PBL that demonstrated higher self-efficacy beliefs, actively influenced their studies through engaging in debate with teachers. It can be claimed that increasing student self-efficacy beliefs is important not only in academic performance, but also in influencing in a positive way the institutional atmosphere. |
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| Keywords: | self-efficacy student influence engineering student PBL |
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