Explaining self-efficacy development in an authentic higher education learning context of role-play simulations

Duchatelet, Dorothy; Spooren, Pieter; Bursens, Peter; Gijbels, David; Donche, Vincent

doi:10.1016/j.stueduc.2020.100940

Cited by 16 publications

(23 citation statements)

References 63 publications

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“…The effectiveness of blended learning with combined synchronized and … (I Dewa Ayu Made Budhyani) 327 Self-efficacy is related more to the formation of motivation which is dynamic and sensitive to the fluctuation from time to time [40]. Various researches showed that self-efficacy in the learning process can encourage someone to reach learning objective [41], [42].…”

Section: Discussionmentioning

confidence: 99%

“…With a high self-efficacy, a person will be able to face challenges and obstacles based on their level of knowledge and skill [39]. Self-efficacy is more related to the development of motivation which is dynamic and very sensitive to changes and fluctuates from time to time [40]. There is evidence that self-efficacy plays an important role in learning [41], [42].…”

Section: Introductionmentioning

confidence: 99%

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The effectiveness of blended learning with combined synchronized and unsynchronized settings on self-efficacy and learning achievement

Budhyani

Candiasa

Sutajaya

et al. 2022

IJERE

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This study analyzed the effect of blended learning with combined synchronized and unsynchronized settings on self-efficacy and achievement of the students in learning basic design. The population was 145 students of vocational schools (sekolah menengah kejuruan/SMK) who learned basic design. The schools were selected through multistage random sampling which selected four schools with 115 students. The data for self-efficacy were collected with a questionnaire and those for learning achievement with a multiple-choice test. The data were analyzed using descriptive statistical test and inferential statistical test of multivariate analysis of variance (MANOVA). The study found that blended learning with combined synchronized and unsynchronized settings has a positive effect on the students’ self-efficacy and learning achievement in basic design, thus making the learning more joyful and more conducive.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effectiveness of blended learning with combined synchronized and unsynchronized settings on self-efficacy and learning achievement

Budhyani

Candiasa

Sutajaya

et al. 2022

IJERE

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“…When students feel confident regarding their negotiation skills, they feel more competent, which motivates them to actively engage in the simulation (Duchatelet et al 2020 ). At the same time, they are better able to bounce back more easily when faced with problems or setbacks during the negotiation process (Duchatelet et al 2021 ). Lastly, self-efficacy in negotiating promotes the development of skills implicitly connected to negotiating.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In general, the concept of self-efficacy refers to individuals’ judgement of their capabilities to execute certain courses of action required to achieve desired performances (Bandura 1997 ). In the context of political simulations, the development of negotiating skills is a key learning goal, as these skills are essential for students to engage in simulations (Duchatelet et al 2021 ; Obendorf and Randerson 2013 ). In recent research, social persuasion, or receiving positive or negative judgements from significant others about their own capabilities (Bandura 1994 ; Won et al 2017 ), has been shown to be an important source for self-efficacy in negotiating development (Duchatelet et al 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Fostering social persuasion as a source of self-efficacy in negotiating through simulation design

Veerman

Duchatelet

2023

Eur Polit Sci

Self Cite

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The current study followed the need for more research concerning the understanding of the relationship between simulation design and self-efficacy in negotiating development within role-play simulations of political decision-making. More specifically, the purpose of this study was to investigate the relationship of social persuasion as a source for self-efficacy in negotiating with simulation design elements. The research was conducted in a three-day simulation about the EU decision-making process. By means of daily diaries and semi-structured interviews, critical incidents about the emergence of social persuasion influencing self-efficacy development were defined. Data were analysed by applying thematic content analysis. Findings show that social persuasion was largely facilitated by the simulation design that offered possibilities for informal contact. Supplementary Information The online version contains supplementary material available at 10.1057/s41304-023-00420-1.

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“…As a result, it was suggested in the study that educators could use social networks to benefit from authentic learning environments in various disciplines. Duchatelet et al (2021) discussed the development of self-efficacy in an authentic higher education learning context. In this context, simulations have become active learning methods widely used to teach complex, dynamic processes.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the last 10 years of articles and theses on authentic learning: A meta-analysis study

Yıldız

2020

PROSOC

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The aim of this research is to examine articles and thesis studies in the field of authentic learning approaches and applications in education in the last 10 years and to reveal the trends in this context. In the methodology part of the research, the meta-analysis method was used. Meta-analysis studies refers to the critical review and integration of the findings of separate studies. For the purpose of the study, a total of 111 pieces of research, published between 2010 and 2021 and selected by purposeful sampling method were analyzed. Databases used in research are Eric, IEEE Xplore, Ebsco, Springer, Science Direct, Scopus, Web of Sciences. Authentic learning approaches and applications in education throughout the world were examined under 16 criteria. These data were interpreted based on percentage and frequency. As a result, authentic learning approaches and applicationare integrated in many fields such as ICT, engineering, network learning technology, nursing, curriculum & instruction, geography, medicine and more. Keywords: Learning Approaches, Meta-Analysis, Publication Classification, Authenic, Analysis

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Explaining self-efficacy development in an authentic higher education learning context of role-play simulations

Cited by 16 publications

References 63 publications

The effectiveness of blended learning with combined synchronized and unsynchronized settings on self-efficacy and learning achievement

The effectiveness of blended learning with combined synchronized and unsynchronized settings on self-efficacy and learning achievement

Fostering social persuasion as a source of self-efficacy in negotiating through simulation design

Analysis of the last 10 years of articles and theses on authentic learning: A meta-analysis study

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