Assessing students' self-efficacy for learning at an International University in Thailand
Assessing students' self-efficacy for learning at an International University in Thailand
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2013
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Assumption University
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eng
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application/pdf
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Assumption University. Graduate School of Education
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Scholar: AU Graduate School of Education Journal 5, 1 (June 2013), 8-16
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Abstract
Development of a commitment to lifelong
learning among students has become a key objective
of education throughout the world. This is particularly
the case in university study at both the undergraduate
and, more especially, at the graduate levels, where the
students are expected to shoulder increasingly greater
responsibility for their own learning in both
classroom-based and online learning contexts. An
important aspect of that responsibility lies in the
acquisition of metacognitive self-regulatory skills
whereby students are enabled to manage their own
learning in a variety of environments. Social cognitive
self-regulation theory posits that an individuals’
beliefs in their ability to manage their own learning
will be predictive of their active participation in
current learning which will in turn be predictive of
their commitment to lifelong learning. This paper
describes a small scale validation study – prelude to
an intended large scale university-wide study - of a
questionnaire to measure self-efficacy for university
level learning. The original 10-item scale, composed
of 2 sub-scales (self-efficacy for information
processing and self-efficacy for information finding),
was first developed by researchers in Italy in 2007. It
was slightly modified for the current study (a further
2-item sub-scale being added to measure self-efficacy
for English listening and reading comprehension) and
completed by a convenience sample of graduate
(M.Ed.) students (n = 38) at an English-medium
international university in Thailand. Each of the 3
sub-scales attained satisfactory degrees of internal
consistency reliability. As well, in line with selfefficacy
theory, correlations between each of the 3
sub-scales as well as the total scale and the
respondents’ self-reported expected grades were
robust and statistically significant.
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Description
In English ; only abstract in English.
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Spatial Coverage
Thailand
Subject(s)
Assumption University -- Periodicals
Scholar: -- AU Graduate School of Education Journal
Scholar: -- AU Graduate School of Education Journal -- 2013
Education, Higher -- Curricula -- Thailand
English language -- Business English -- Study and teaching (Higher) -- Thailand
Business English -- Study and teaching (Higher) -- Thailand
Scholar: -- AU Graduate School of Education Journal
Scholar: -- AU Graduate School of Education Journal -- 2013
Education, Higher -- Curricula -- Thailand
English language -- Business English -- Study and teaching (Higher) -- Thailand
Business English -- Study and teaching (Higher) -- Thailand
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