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Peer reviewed
Direct linkErlich, Richard J.; Russ-Eft, Darlene F. – NACADA Journal, 2013
We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning…
Descriptors: Academic Advising, Social Cognition, Epistemology, Self Efficacy
Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study
Erlich, Richard J.; Russ-Eft, Darlene F. – NACADA Journal, 2012
The validity and reliability of three instruments, the "Counselor Rubric for Gauging Student Understanding of Academic Planning," micro-analytic questions, and the "Student Survey for Understanding Academic Planning," all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic…
Descriptors: Academic Advising, Educational Planning, Self Efficacy, Intervention
Erlich, Richard J.; Russ-Eft, Darlene – NACADA Journal, 2011
Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they…
Descriptors: Self Efficacy, Academic Advising, Epistemology, Social Cognition
