The Impact of a Peer Tutoring Program on College Student Academic Self-Efficacy

2008 ◽  
Author(s):  
Carrie A. Ellis-kalton ◽  
Michelle Irvin
Keyword(s):  
College Student ◽  
Peer Tutoring ◽  
Self Efficacy ◽  
Tutoring Program ◽  
The Impact ◽  
Academic Self Efficacy

Intervention Outcomes, Anxiety, Self-Esteem, and Self-Efficacy With DHH Students in Universities

2020 ◽  
Vol 26 (1) ◽  
pp. 58-69
Author(s):  
Samta P Pandya
Keyword(s):  
Self Efficacy ◽  
Liberal Arts ◽  
Self Esteem ◽  
Highly Qualified ◽  
Post Test ◽  
Liberal Arts Students ◽  
Commerce Students ◽  
Spiritual Counseling ◽  
The Impact ◽  
Academic Self Efficacy

Abstract This article reports the impact of an online spiritual counseling (OSC) program in mitigating anxiety and building self-esteem and academic self-efficacy among deaf and hard-of-hearing (DHH) students in universities. Compared to online relaxation sessions, the OSC was more effective. Male DHH students and those whose parents were highly qualified exhibited less anxiety and higher self-esteem and self-efficacy at pretest (T1). Post-test (T2) male students having better educated parents responded better to the OSC. T2 anxiety was lower and self-esteem and academic self-efficacy was higher for liberal arts students and having stay-at-home parents compared with science and commerce students and whose parents worked outside home. Self-esteem was also positively moderated by better economic class and presence of siblings. Intervention compliance in terms of regular attendance and self-practice mediated the relationship between sociodemographic predictors and outcomes. Results support the biopsychosocial model and encourage the implementation of the OSC with DHH university students.

scholarly journals The impact of a peer-tutoring program to improve self-regulated learning

2022 ◽  
Vol 38 (1) ◽  
pp. 110-118
Author(s):  
Francisco Domingo Fernández-Martín ◽  
José Luis Arco-Tirado ◽  
Mirian Hervás-Torres
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Control Group ◽  
Peer Tutors ◽  
Self Regulated Learning ◽  
Tutoring Program ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Impact

The aim of this study was to check the impact of an intervention program based on peer-tutoring on self-regulated learning of freshmen, as well as on peer tutors. The sample consisted of 102 freshmen (51 experimental group y 51 control group) and 50 seniors from four different university degrees. Self-regulated learning was measured by the Motivated Strategies Learning Questionnaire. After assigning freshmen randomly to either the experimental or control condition, the study adopted a quasi-experimental research design with a non-equivalent control group controlled by statistical techniques, the intervention consisted of 20 individual tutoring sessions highly structured to freshmen delivered by seniors or tutors, after receiving three sessions of training on tutoring. The results yield statistically significant differences in self-regulated learning on participants. El objetivo de este estudio fue demostrar el impacto de un programa de intervención basado en la tutoría entre iguales para mejorar la autorregulación del aprendizaje del alumnado universitario de nuevo ingreso, identificando asimismo sus efectos en el alumnado tutor. La muestra estuvo compuesta por 102 estudiantes de nuevo ingreso (51 grupo experimental y 51 grupo control) y 50 estudiantes de último curso de cuatro titulaciones. La autorregulación del aprendizaje se evaluó a través del Cuestionario de Estrategias de Aprendizaje y Motivación. Después de asignar aleatoriamente al alumnado de nuevo ingreso a la condición experimental o control de un diseño cuasiexperimental con grupo control no equivalente mejorado con técnicas de control estadístico, la intervención consistió en 20 sesiones individuales de tutoría altamente estructuradas con el alumnado de nuevo ingreso, dirigidas por el alumnado de último curso o tutor, que fue previamente entrenado para ello en tres sesiones de formación. Los resultados arrojan diferencias estadísticamente significativas en autorregulación del aprendizaje para el alumnado participante.

scholarly journals COVID-19 Beliefs, Self-Efficacy and Academic Performance in First-year University Students: Cohort Comparison and Mediation Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Kate Talsma ◽  
Kayleigh Robertson ◽  
Cleo Thomas ◽  
Kimberley Norris
Keyword(s):  
Academic Performance ◽  
Mediation Analysis ◽  
Self Efficacy ◽  
Psychology Students ◽  
Efficacy Beliefs ◽  
Performance Outcomes ◽  
First Year ◽  
Cohort Differences ◽  
The Impact ◽  
Academic Self Efficacy

Students’ learning contexts can influence their learning beliefs and academic performance outcomes; as such, students studying during the COVID-19 outbreak may be at risk of negative impacts on their academic self-efficacy and subject grades compared to other cohorts. They may also have specific beliefs about the impact of COVID-19-related changes on their capacity to perform, with potential consequences for self-efficacy and academic performance. Two weeks after the COVID-19-related transition to online-only learning, 89 first-year psychology students completed a measure of academic self-efficacy and indicated how they thought COVID-19-related changes would impact their capacity to perform in a psychology subject. At the end of the semester, subject grades were obtained from institutional records. Contrary to expectations, neither the self-efficacy beliefs nor the subject grades of the 2020 cohort were significantly different from those of a sample of 2019 first-year psychology students (n = 85). On average, 2020 students believed that COVID-19-related changes to their learning environment had a negative impact on their capacity to perform well. A mediation analysis indicated that students’ beliefs about the impact of COVID-19 on their capacity did not directly, or indirectly (via self-efficacy), predict grades. The only significant association in the model was between self-efficacy and grades. Although students reported believing that COVID-19-related changes would negatively impact their capacity to perform, there is little evidence that these beliefs influenced their academic self-efficacy or academic performance or that studying during the COVID-19 outbreak disadvantaged students in comparison with the previous years. A follow-up analysis indicated that self-efficacy was a stronger predictor of grades in the 2020 cohort than in the 2019 cohort. While there may be several unmeasured reasons for cohort differences, one potential interpretation is that, in the context of uncertainty associated with COVID-19, self-efficacy beliefs assumed relatively greater importance in terms of mobilising the resources required to perform well.

Real-Time Mobile Assessment of Learning

2019 ◽  
pp. 283-301
Author(s):  
Ina Blau
Keyword(s):  
Real Time ◽  
Self Efficacy ◽  
Self Esteem ◽  
Ninth Graders ◽  
Perceived Learning ◽  
School Students ◽  
Assessment Of Learning ◽  
The Impact ◽  
Academic Self Efficacy ◽  
Mobile Assessment

Real-time mobile assessment (RTMA) can function as assistive technology, since the anonymity of feedback promotes active participation in lessons without being exposed to criticism. This field experiment explored the impact of RTMA, beyond a whole-class technology, on academic achievement, students' perceived learning, academic self-efficacy, learning motivation, and self-esteem among middle school students. The participants were 80 ninth graders in the excellence, mainstream, and remedial tracks being taught by the same experienced language arts teacher. The experiment included nine double language lessons with a random assignment of the technological conditions and the counterbalance procedure of the topics studied. The findings suggested that students in the remedial track benefit from using RTMA in terms of achievement, perceived learning, self-efficacy, and motivation. Students in the excellence track benefit from RTMA in terms of intrinsic motivation, and students in the mainstream track in terms of self-esteem. Implication for educational research and practice are discussed.

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