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ERIC Number: EJ972830
Record Type: Journal
Publication Date: 2012-Apr
Pages: 27
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-1443-1394
Investigating the Influence of Teacher Strategies on Academic Self-Efficacy and Study Behaviour of Students in a Tertiary Bridging Program
Whannell, Patricia; Whannell, Robert; Allen, Bill
Australian Journal of Adult Learning, v52 n1 p39-65 Apr 2012
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.)
Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia