An investigation into the self-efficacy of year one undergraduate students at a widening participation university

Reilly, Dawn; Warren, Elizabeth; Kristandl, Gerhard; Lin, Yong

doi:10.1080/13562517.2021.2015756

Cited by 5 publications

(5 citation statements)

References 31 publications

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“…Bandura (1997) suggested that the development of self-efficacy was supported by four sources: mastery experiences, vicarious experiences, verbal persuasion, and emotional state. Reilly et al (2021) found that WP students were less confident about asking their instructors for help as compared to their peers, which aligns with MacKay et al's (2021) work on WP students using lecture capture to help navigate asking for help. In context of covid, self-efficacy may have suffered from having fewer opportunities to experience vicarious success due to reduced interaction with peers (whether real or imagined), as well as a more negative emotional state (Garner et al, 2022).…”

Section: Theoretical Approaches To Widening Participationsupporting

confidence: 78%

“The best year” / “I struggled with everything”: Widening participation experiences of pandemic online learning

Toivo,

Nordmann,

Hutchison

et al. 2024

Preprint

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Improving retention and graduate outcomes for students from a widening participation (WP) background is key to achieving more equitable outcomes. However, evidence suggests WP students experienced different challenges to their peers during the Covid-19 pandemic. With a focus on the pivot to online learning, we explored how WP students experienced HE during this time to understand which practices supported students’ access to education and which may have exacerbated existing inequalities. Data were collected across six focus groups from two Scottish universities (N = 23). While we found many similarities between WP students’ experiences and the broader student population, our findings also suggest coming from a position of relative disadvantage magnifies both positive and negative elements of online learning. Based on these findings, recommendations are made for pedagogical practice to enhance the experience of WP students specifically but can also be applied to the student population more generally.

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Section: Theoretical Approaches To Widening Participationsupporting

confidence: 78%

“The best year” / “I struggled with everything”: Widening participation experiences of pandemic online learning

Toivo,

Nordmann,

Hutchison

et al. 2024

Preprint

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“…The literature on awarding gaps for "widening access" students has revealed notable differences in student confidence and self-efficacy (Southall et al, 2016). More recent studies of confidence among Black students and students from other minority ethnic backgrounds have found correlation between self-belief in ability to succeed and four key sources of selfefficacy which include: mastery experienceswhere a student can draw upon previous experience of completing a task or overcoming challenge; vicarious experienceswhere a student sees other student success from their peer group; verbal persuasionwhere their abilities are verbally articulated by another person connected to their studies; and emotional statewhere a student enjoys the experience of studying and feels connected to the course and institution (Reilly et al, 2021). Implicit references in the student feedback to at least three of these four sources of self-efficacy demonstrate the ways in which the intervention contributed to increased levels of confidence among the Black students the service supported.…”

Section: Confidence and Self-efficacymentioning

confidence: 99%

“…, 2016). More recent studies of confidence among Black students and students from other minority ethnic backgrounds have found correlation between self-belief in ability to succeed and four key sources of self-efficacy which include: mastery experiences – where a student can draw upon previous experience of completing a task or overcoming challenge; vicarious experiences – where a student sees other student success from their peer group; verbal persuasion – where their abilities are verbally articulated by another person connected to their studies; and emotional state – where a student enjoys the experience of studying and feels connected to the course and institution (Reilly et al. , 2021).…”

Section: Feedback Analysis and Key Themesmentioning

confidence: 99%

Black students’ experiences of coaching and mentoring in higher education: a case study

Hillman,

Lochtie,

Purcell

2024

IJMCE

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PurposeIn this case study, we offer an analysis of feedback from a student experience survey completed by Black undergraduate students who received proactive, targeted coaching and mentoring support during 2021–2022. All the students were studying at a large higher education institution in the United Kingdom which offers a broad range of degree courses by distance learning.Design/methodology/approachThis paper reports on the intervention delivered and analyses the student experience of being offered, and receiving, proactive coaching and mentoring. It is based on the responses of 102 students who engaged with the experience survey after having self-selected to receive the intervention. What follows is an analysis of their experiences using a qualitative in vivo approach based on word frequency in students’ free-text comments.FindingsThe findings presented are that, in this intervention, students who self-select to receive coaching and mentoring support experience tangible (self-reported) behaviour changes with potentially longer term benefits for their studies. These include improved self-confidence and self-efficacy, increased proactive help-seeking behaviour, greater recognition of strengths and achievement and personal growth and self-awareness.Originality/valueIn presenting this case study, we aim to contribute to the growing corpus of practitioner case studies and research papers that show the benefits of coaching and mentoring in higher education and – more specifically – why coaching and mentoring can be a worthwhile targeted intervention for students from underrepresented backgrounds. This lends support to the growing consensus that students with positive, proactive help-seeking behaviours perform better than students not able to access support (Byrne et al., 2014). We conclude the case study with some practical implications for providers looking to provide targeted support to students.

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“…Hence, demonstration of UK teaching, learning and assessment approaches can help to familiarise them with the UK learning environment. Reilly et al (2021) believe that the availability of peer support holds notable advantages in enhancing students' belief in their own capabilities. We therefore recruit student ambassadors to help to establish, during induction, social bonds and collaborative relationships among the new CDE students.…”

Section: Case Studymentioning

confidence: 99%

Mastering the transition: induction activities for Chinese students to facilitate adaption to the UK learning environment

Quan,

Reilly

2024

Compass

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Student induction, a key element of transition to university, is of great importance because it marks the initial face-to-face interaction between students and university staff and their introduction to learning in higher education. In the School of Accounting, Finance and Economics at the University of Greenwich, a tailored induction approach is used for incoming Chinese Direct Entry (CDE) students. The goal of this induction is to familiarise CDE students with the United Kingdom (UK) learning environment to counter the academic culture shock which international students can experience. CDE induction begins with sessions which explain UK teaching, learning and assessment approaches, followed by an introduction to the university’s library resources. Students then collaborate in small groups, applying the techniques and knowledge they have gained to analyse case studies. This immediate engagement with student-centred learning jumpstarts independent study skills, collaboration and friendships among CDE students.

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An investigation into the self-efficacy of year one undergraduate students at a widening participation university

Cited by 5 publications

References 31 publications

“The best year” / “I struggled with everything”: Widening participation experiences of pandemic online learning

“The best year” / “I struggled with everything”: Widening participation experiences of pandemic online learning

Black students’ experiences of coaching and mentoring in higher education: a case study

Mastering the transition: induction activities for Chinese students to facilitate adaption to the UK learning environment

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