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.
general education engineering courses, student outcomes, self-efficacy, digital information technology
Date of this 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.