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Record identifier : 568386
Personal Name - Primary Intelectual Responsibility : Jimenez Soffa, Sara
Title and statement of responsibility : Inspiring academic confidence in the college classroom: An investigation of features of the classroom experience that contribute to the academic self-efficacy of undergraduate women enrolled in gateway courses [Thesis]
Publication, Distribution,Etc. : The University of Wisconsin - Madison, 2007
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The University of Wisconsin - Madison
Summary or Abstract : This research examines the features of the classroom experience that contribute to the academic self-efficacy of undergraduate women who are enrolled in gateway courses to academic majors in the sciences and business/management at a small Midwestern single-sex college. The teaching for professional competence model (Cabrera, Colbeck & Terenzini, 2001) and self-efficacy theory (Bandura, 1977, 1986, 1997) are reviewed and used as the foundation to examine the extent to which specific classroom experiences, background characteristics, and pre-course level of academic self-efficacy affect students' assessment of their confidence to succeed in course-specific academic competencies. Elements of the classroom experience that are examined include teaching practices, feedback patterns, peer interactions, self-assessment, and students' perception of classroom climate. The interplay of classroom experiences and students' background characteristics, including ethnicity, age, pre-college academic ability, parental education level, degree aspirations, and enrollment status, is also investigated as a potential predictor of academic self-efficacy. Results of this research show that the extent to which students experienced connected knowing, meaning (a) instructors created learning experiences that were relevant to students; (b) students engaged in hands-on learning; and (c) instructors invited real-life experiences into the learning environment, had a direct and positive effect on students' self-reported levels of academic self-efficacy at the end of their gateway courses. Results also show that the extent to which students engaged in collaborative learning experiences had a direct and positive effect on their academic self-efficacy..
Topical Name Used as Subject : Womens studies, Educational psychology, Higher education
Information of biblio record : TL
 
 
 
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