Developing self-efficacy and self-regulated learning in academic planning : applying social cognitive theory in academic advising to assess student learning outcomes Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/cn69m749j

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  • This dissertation demonstrates how Social Cognitive Theory (Bandura, 1986, 1997) can be successfully applied to Counselor academic advising interventions, in order to increase students' self-efficacy and self-regulated learning (Zimmerman, 2000) in academic planning as learned outcomes. This was accomplished by (a) reviewing the academic advising literature and showing the current existing gap for assessing learning outcomes in academic advising; (b) evaluating the validity and reliability of three assessment instruments, designed by this author, to measure self efficacy and self-regulated learning constructs in academic planning; (c) testing three hypotheses to determine whether pre-post increases in self-efficacy and self-regulated learning occurred following academic advising interventions, and whether a positive reciprocal relationship existed between self-efficacy and self-regulated learning; and finally (d) demonstrating how these changes were influenced by Counselor interventions (based in social cognitive learning principles), with students' learned outcomes. One hundred twenty California Community College students individually participated in a 30-minute academic advising session. The results show strong validity and reliability for using these three assessment instruments for measuring students' self-efficacy and self-regulated learning in academic planning. Significant mean increases were found between pre-post measures following Counselor interventions, as well as a positive, reciprocal relationship existing between selfefficacy and self-regulated learning in academic planning. Increased correlations were found within forethought and self-reflection phases following Counselor interventions using Zimmerman's (2000) cyclical self-regulated learning model. These findings lent support to Zimmerman's model and the relational influences between Counselor intervention processes with students' learned outcomes.
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