Investigating the influence of teacher strategies on academic self-efficacy and study behaviour of students in a tertiary bridging program

Author/s: Patricia Whannell, Robert Whannell and Bill Allen

Edition: Volume 52, Number 1, April 2012

Summary: This article describes the findings of an action research project which examined the link between academic self-efficacy and the study behaviours of students in a tertiary bridging program at a regional university in Australia. It describes the gap which exists between students’ instruction in, and knowledge of, being a self-directed learner and the enacting of study behaviours which demonstrate that instruction and knowledge. The intervention employed in the study resulted in significant improvements in many areas of academic self-efficacy and study behaviours and demonstrates the effectiveness of the tertiary bridging program in this regard. The appropriateness of using traditional forms of assessment in tertiary bridging programs is discussed.

Keywords: self-directed learning, self-efficacy, study behaviours, tertiary bridging program

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This article is part of AJAL, Volume 52_1. The entire volume is available in .pdf for purchase here.

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