ERIC Number: EJ955025
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0271-9517
EISSN: N/A
Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes
Erlich, Richard J.; Russ-Eft, Darlene
NACADA Journal, v31 n2 p5-15 Fall 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 can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs. (Contains 1 table.)
Descriptors: Self Efficacy, Academic Advising, Epistemology, Social Cognition, Academic Achievement, Outcomes of Education, Metacognition, Evaluation Methods, Models, Social Theories, Skill Development, Intervention, Higher Education
National Academic Advising Association. NACADA Executive Office, Kansas State University, 2323 Anderson Avenue Suite 225, Manhattan, KS 66502-2912. Tel: 785-532-5717; Fax: 785-532-7732; e-mail: nacada@ksu.edu; Web site: http://www.nacada.ksu.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A