Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account

Academic Achievement: Influences of University Students’ Self-Management and Perceived Self-Efficacy

“…Thus, a student’s self-efficacy refers to an individual’s belief in the ability to learn and perform behavior at a particular level. In addition, a high level of students’ self-efficacy promotes skill development, capacity building, and resilience by promoting task motivation and commitment, hard-working spirit, longer endurance, and resilience, especially when faced with difficulties ( Vermeiren et al 2022 ).…”

Simulation-based learning in higher education and professional training: Approximations of practice through representational scaffolding

“…When using simulations for learning or assessment, it is thus relevant to be aware of the target group's learner characteristics (i.e., individual presage factors). Vermeiren et al (2022) assessed students' self-efficacy for negotiating during a four-day roleplay simulation of political decision-making. In this quantitative longitudinal survey study with multiple measurement points across the simulation, the authors investigated how variations in higher education students' self-efficacy for negotiating (i.e., product factors) were explained by gender and experience (i.e., individual presage factors), as well as negotiation opportunities and the preparation for the simulation process (i.e., contextual presage factors).…”

“…As highlighted by Hofmann et al (2021), research is yet to generate a sufficient evidence base to fully understand which features of the simulations maximize the effects and for which learners, which learning objectives, and under which conditions these features do so. It thus seems valuable to collect and analyze rich data from various data sources (e.g., Hanus et al, 2022;Hühn & Rausch, 2022) and-especially to investigate learners' processing of simulations-various measurement points (e.g., Duchatelet & Donche, 2022;Hühn & Rausch, 2022;Vermeiren et al, 2022). Moreover, the use of qualitative and ethnographic methods seems to be gaining popularity as well, because they can offer detailed insights into the processes and outcomes captured by verbal or video data (e.g., Sellberg et al, 2022).…”

“…The majority of the studies in this issue focused on cognitive processes and outcomes of simulation-based learning. However, some of them also considered the affective and social aspects of learning (e.g., Braunstein et al, 2022;Hühn & Rausch, 2022;Vermeiren et al, 2022). Focusing on cognitive outcomes is legitimized by the central learning goal of professional education: to facilitate professional knowledge and skills.…”

“…Duchatelet and Donche (2022) derived methodological opportunities and challenges by applying a longitudinal case study design (i.e., process factors) to a role-play simulation of political decision-making (see Vermeiren et al, 2022). Longitudinal case study designs are advantageous in that they can emphasize learning processes in specific contexts while considering multiple sources of evidence.…”