Increasing Self-Efficacy of First Year Seminar Students: A Case Study.
Increasing Self-Efficacy of First Year Seminar Students: A Case Study.
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提高一年级研讨班学生的自我效能：案例研究。
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Nicholas Gerlich
中科院分区：
文献类型：
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作者：
Trudy L. Hanson;Kristina Drumheller;Nicholas Gerlich
作者对一年级传播学专业的专题研修班进行了个案研究，以确定该课程使用普通读者如何影响学生的自我效能感。使用焦点小组和学期末的讲故事作业，作者收集了揭示三个主题的数据：参与选择、身份挣扎和大学期望。无论学生是否阅读普通读者(约翰·格林的《纸镇》)，无论他们是否在准备以读者为基础的公共研究演示文稿方面发挥了领导作用，焦点小组讨论都允许学生讨论自我认同问题，以及他们对大学的期望。对他们的专业、选择住在宿舍、朋友和他们所参加的项目感到积极，帮助参与其中的学生感到他们做出了一个称职的选择。在评估出现的主题时，学生的自我效能感在自我决定理论的所有三个领域都得到了证明：能力、关联性和自主性。
The authors conducted a case study of a first year Communication discipline specific seminar class to determine how the use of a common reader for the course affected students’ self-efficacy. Using focus groups and an end of semester storytelling assignment, the authors collected data that revealed three themes: choice for participation, identity struggles, and college expectations. Whether or not the students read the common reader (Paper Towns by John Green) and whether or not they took a leadership role in preparing the public research presentation based on the reader, the focus group discussions allowed students to discuss selfidentity issues, as well as their own college expectations. Feeling positive about their major, choice to live in the residence halls, friends, and programs of which they are a part helped the participating students feel they had made a competent choice. In assessing the themes that emerged, student self-efficacy was demonstrated in all three areas of self-determination theory: competence, relatedness, and autonomy.