Self-Efficacy as a Long-Term Outcome of a General Education Course on Digital Technologies

Authors

Renata A. Revelo, University of Illinois at ChicagoFollow
Christopher Schmitz, University of Illinois at Urbana-ChampaignFollow
Duyen Le, University of Illinois at Urbana-ChampaignFollow
Michael C. Loui, Purdue UniversityFollow

Abstract

This study investigates the long-term outcomes of a general education course on digital technologies. Through cross-sectional and longitudinal interviews with students, the authors find that self-efficacy is a long-term student outcome. The primary sources of self-efficacy in the course for students were verbal persuasion and mastery experience. Faculty and teaching assistants were key sources for verbal persuasion. Some students experienced a success paradox: they felt successful in the course even though they failed to meet all of their initial expectations. This study can guide faculty in designing a course to promote student self-efficacy.

Comments

Published version: Revelo, R. A., Schmitz, C. D., Le, D. T., & Loui, M. C. (2017). Self-efficacy as a long-term outcome of a general education course on digital technologies. IEEE Transactions on Education, 60(3), 198-204.

Keywords

general education engineering courses, student outcomes, self-efficacy, digital information technology

Date of this Version

8-31-2016

DOI

10.1109/TE.2016.2635624

Published in:

Revelo, R. A., Schmitz, C. D., Le, D. T., & Loui, M. C. (2017). Self-efficacy as a long-term outcome of a general education course on digital technologies. IEEE Transactions on Education, 60(3), 198-204.

Link to original published article:

http://ieeexplore.ieee.org/document/7809094/