NotesFAQContact Us
Search Tips
ERIC Number: ED515007
Record Type: Non-Journal
Publication Date: 2010
Pages: 120
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-9341-6
The Negative Impact on Student Performance with Teacher-Imposed External Locus of Control: A Study of the Relationship between Self-Efficacy and Teacher Regulated Performance Feedback among Community College Nursing Students
Murphy, Gail L.
ProQuest LLC, Ph.D. Dissertation, Capella University
It is well established in the literature that learners who are self-regulated and function with a high self-efficacy are more internally motivated and produce better performance outcomes. Teacher-regulated approaches undermine students' internal motivation, and lead to poorer performance. Promoting self-efficacy in nursing has been linked to competence in nursing practice. This purely quantitative study determined to what extent there is a relationship between Academic Self-Efficacy and teacher-regulated performance feedback (grades) among community college nursing students using the Pearson-r correlation coefficient. A repeated measures "t" test was used to determine if there a significant difference between students' baseline Academic Self-Efficacy score (independent variable) and students' follow-up Academic Self-Efficacy score (dependent variable) after the teacher-regulated feedback was imposed. A Fisher r-to-"Z" transformation test established if there was a significant enough difference between the two Pearson-r coefficients to attribute the difference to teacher imposed feedback. Results from this study enable researchers to understand where further research is necessary that can positively impact the nursing shortage. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A