The study, evaluation, and improvement of university student self-efficacy

被引：159

作者：

Bartimote-Aufflick, Kathryn ^{[1
]}

Bridgeman, Adam ^{[2
]}

Walker, Richard ^{[3
]}

Sharma, Manjula ^{[4
]}

Smith, Lorraine ^{[5
]}

机构：

[1] Univ Sydney, Inst Teaching & Learning, Sydney, NSW, Australia

[2] Univ Sydney, Sch Chem, Sydney, NSW, Australia

[3] Univ Sydney, Fac Educ & Social Work, Sydney, NSW, Australia

[4] Univ Sydney, Sch Phys, Sydney, NSW, Australia

[5] Univ Sydney, Fac Pharm, Sydney, NSW, Australia

来源：

STUDIES IN HIGHER EDUCATION | 2016年 / 41卷 / 11期

关键词：

motivation; achievement; beliefs; quantitative methods; teaching strategies; academic self-efficacy; ACADEMIC-PERFORMANCE; STATISTICS PERFORMANCE; CULTURAL-VALUES; TASK-VALUE; ACHIEVEMENT; MOTIVATION; BELIEFS; IMPACT; PERCEPTIONS; STRATEGIES;

D O I：

10.1080/03075079.2014.999319

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this review of 64 articles published since the year 2000, a strong association between self-efficacy and student learning outcomes was apparent. Self-efficacy is also related to other factors such as value, self-regulation and metacognition, locus of control, intrinsic motivation, and strategy learning use. The review revealed that university student self-efficacy is higher under certain conditions than others, and that it can be improved. Examples of teaching strategies that may be used to improve self-efficacy are outlined. In screening articles for inclusion in the review, several conflicting definitions of self-efficacy arose. Clarification on the meaning and scope of the self-efficacy term is provided. The interpretation of the results of some studies reviewed was limited by design or analysis issues. Suggestions for addressing these issues in future research and evaluation work is given.

引用

页码：1918 / 1942

页数：25

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