Self-efficacy for the self-regulation of learning: An examination of a college success strategies course

Self-efficacy has been shown to be a good predictor of task performance. An area identified as needing further research is the influences of self-efficacy. The objective of this research project was to assess efficacy beliefs related to the regulation of learning for students enrolled in a semester long college success strategies course. This was done to determine if learning about the learning process and skills and behaviors that promote learning would positively influence efficacy beliefs related to the regulation of learning. The college success strategies course was designed to teach students various learning and time management skills. Efficacy beliefs were assessed at three points during the semester. Sixty students completed all three of the assessments (N=60). The efficacy assessment (Self-efficacy for Learning Form -- Abridged) used was chosen because the items it contained targeted abilities focused on in the college success strategies course. Statistically significant differences across assessments were found for three of the items on the assessment. Results offer little evidence to support the idea that learning about learning positively influences efficacy for learning. However, results might suggest that the college success strategies course helped students more accurately appraise their capabilities.

Name thesis:degree_name

MA

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Learning Sciences and Human Development

Year dc:date.available

2010

Author dc:creator

• Agostini, Brandon M.

Contributors dc:contributor

• Daniel Hursh.
• Patricia Haught
• Ernest R. Goeres

• Educational psychology
• School counseling

Identifier

https://researchrepository.wvu.edu/etd/733

OAI identifier oai:identifier

oai:researchrepository.wvu.edu:etd-1736