Investigating the Influence of Teacher Strategies on Academic Self-Efficacy and Study Behaviour of Students in a Tertiary Bridging Program

Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au

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Action Research; Self Efficacy; Foreign Countries; Independent Study; Student Behavior; Transitional Programs; College Students; Questionnaires; Likert Scales; Social Behavior; Educational Responsibility; Coping; Student Attitudes; Statistical Significance; Student Improvement; Study Habits; Goal Orientation; Locus of Control; Expectation; Correlation; Age Differences; Predictor Variables; Academic Achievement; Time Management; Educational Assessment

1443-1394

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. (Contains 9 tables.)

As Provided

22

2012

EJ972830