Social cognitive learning theory has shown that observational learning positively influences essay writing development in high-school students, and that self-efficacy impacts on motivation. This study investigated the relative contribution of model observation, model evaluation, post-submission feedback, and factors relating to self-efficacy, as measured through academic confidence, in the essay writing development of 142 university students. The research compared students’ essay marks between two semesters in order to explore whether observational learning had an impact on the development of the complex skills involved. The results revealed that all students benefit from traditional feedback and higher levels of self-efficacy when developing their essay writing performance. Underperforming students particularly benefited from actual essay writing. However, contrary to the predictions drawn from the literature, students in this study did not appear to benefit from observational learning when developing their skills. Limits to social learning theory are discussed
One can rarely read through a technical education journal or attend a meeting of Industrial Training Officers and schools staff without being confronted with the subject of industry/schools liaison. Many articles have been written expounding the values of such liaison in order to bring about an awareness of technology to the schoolboy but, to the best of our knowledge there is little on record of practical schemes which have been attempted to satisfy this need. We have been fortunate to have assisted in the organization of such a scheme and feel that the following account will be of interest to industrialists and schools staff who are contemplating co‐operation on this front.
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