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ERIC Number: ED548583
Record Type: Non-Journal
Publication Date: 2013-Feb-6
Pages: 42
Abstractor: As Provided
Reference Count: 36
Are College Students' Textbook Reading and Instructional Preferences Related to Their Self-Efficacy and Disposition?
Skidmore, Ronald L.; Conner, Timothy W., II; Aagaard, Lola
Online Submission, Paper presented at the Conference on Higher Education Pedagogy (Blacksburg, VA, Feb 6-8, 2013)
The purpose of this study was to investigate the relationship between academic self-efficacy, dispositional optimism/pessimism, and preferences regarding the use of text materials and in-class activities of college students at a university that serves one of the highest-poverty regions in the United States. A sample of 105 students was surveyed. Results indicated that sample students who had below-average self-efficacy were less likely to engage in learning strategies that would lead to academic success, such as reading the textbook assignments, but dispositional pessimism within self-efficacy groups seemed to be related to a higher likelihood of reading the text. Preferences for in-class instructional strategies differed depending upon students' self-efficacy and disposition. Results imply that a variety of instructional practices should be employed that would encourage all students to implement successful learning strategies. Three appendices include: (1) Textbook and Use of Class Time Survey; (2) Self-Efficacy for Learning Form (Self); and (3) Life Orientation Test-Revised. (Contains 20 tables.)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A