Measuring Students' Self‐Efficacy for Communication

Abstract

Design students are asked to regularly communicate their ideas to a diverse audience. Students' abilities may be affected by their perceived selfefficacy, the perception of abilities to perform a task. Because self-efficacy is conceived of as context-specific, it is vital to consider self-efficacy as it specifically relates to design studios and the communication within that context, rather than to look at generalised self-efficacy for communication. To that end, this article explains the development and validation of measures of students' perceived self-efficacy for communicating in both formal (critique) and informal (studio working time) design circumstances. Using data from students at two institutions, the measures were found to be reliable; these results were further supported through their relationship to previously validated measures. The development of these measures and the results from pilot data provide insight into students' perceptions of their communication abilities that may be beneficial to educators seeking to help design students communicate competently. iJADE 30.2 (2011)

An Evaluation of Oral Presentation Competency in Interior Design Education

“…Researchers have investigated the impact of the studio critique on self‐efficacy or ‘belief in one's capabilities to organise and execute the courses of action required to produce given attainments’ (Bandura , 3). Studies have shown that communication competence is positively correlated with critique self‐efficacy (Gaffney ) and that self‐efficacy is in turn positively correlated with specific communication instruction (Gaffney ). These findings are supported in related design literature.…”

“…Performance criteria specific to design content are also present, but not as prevalent in the literature. Based on the hypothesis that oral communication competence is positively correlated with design critique self-efficacy, Gaffney (2011) utilised measures grounded in prior research (Dannels et al 2008) and established through content validity checks to assess this relationship. Measures for self-efficacy in communication of design studies (graphic, industrial, interior architecture and art) were articulated in terms of behaviours specific to design studio critique.…”

“…Performance criteria specific to design content are also present, but not as prevalent in the literature. Based on the hypothesis that oral communication competence is positively correlated with design critique self‐efficacy, Gaffney () utilised measures grounded in prior research (Dannels et al . ) and established through content validity checks to assess this relationship.…”

Measuring University Students' Perceived Self-efficacy In Science Communication in Middle and High Schools

“…Examples provided by Salas [20] is that a teacher may have a strong sense of self-efficacy in teaching mathematics, but weaker self-efficacy in teaching English; or a student may have high self-efficacy when performing mathematics skills, but a low self-efficacy in language arts. Self-efficacy is related to perceived specific abilities rather than generalized self-beliefs [25]. Bursal and Yigit [26] (2012) proposed that self-efficacy beliefs should be extended to specific subject areas since they are context and subject matter dependent.…”

Visualizing the critique: Strengthening quantitative reasoning skills through design

“…Barrett (2000) and Percy (2004) cite frustration, alienation, and lack of student participation as outcomes of the traditional design critique. Further research yields a list of factors that may impede student learning, including the size (Blair, 2006) and dynamics of the group (Gray, 2013); language and cultural competencies (Lasserre, 2010;Wong 2011); and perceived self-efficacy (Gaffney, 2011). …”