Collection

2001 Annual Conference

Authors

Barbara Greene; Connie Dillon; Billy L. Crynes

correlations of the approaches to learning variables with pretest and the two achievement measures (final examination score and total course points) are reported. From Table 6 we can see that among the motivation variables; learning goals, future goals, and self-efficacy have the highest correlations with final exam scores and percentage of course points. The variables asking about confidence in the mathematics and chemistry prerequisites both correlated with percentage of course points. The variable measuring degree of self-regulation was correlated with percentage of course points while the variable measuring degree of shallow engagement with the course material was moderately and

Collection

2001 Annual Conference

Authors

Ifte Choudhury

of peer tutoring. Human Learning, 2, 39-47 (1983).5. Sherman, L W. Cooperative learning in post secondary education: Implications from social psychology for activelearning experiences. Paper presented at the annual meeting of the American Educational Research Association(1991).6. Griffin, B. W. & Griffin, M. M. The effects of reciprocal peer tutoring on graduate students’ achievement, testanxiety, and academic self-efficacy. The Journal of Experimental Education, 65, 197-209 (1997).7. Gartner, A. J. & Riessman, F. Tutoring helps those who give, those who receive. Educational Leadership, 52, 58-60 (1994).8. Kohler, F. W. & Greenwood, C. R. Effects of collateral peer supportive behaviors within the classwide peertutoring program

Collection

2001 Annual Conference

Authors

Robert Tener; Michael Winstead; Edward Smaglik

maturity, self-reliance, social skills, and confidence in theirabilities to set goals and to achieve them. They generally have a well-developed sense of purpose, bothas to their career choice and their place in that career. Upon graduation they appreciate the advantagesthat their internship experience and learning has provided as they face their impending job demands. Theirself-confidence and demonstrable knowledge of the "real world" are significant benefits during jobinterviews, with those students who have interned usually gaining the preferred job offers.A particularly significant benefit from internship experience is the development of the student's sense of self-efficacy. Self-efficacy is defined as “people’s judgments of their capabilities

Collection

2001 Annual Conference

Authors

Richard Upchurch; Judith Sims-Knight

’ tendencies topersist and feelings of self-efficacy 26. Similarly, increasing students’ persistence and therebytime-on-task has been found to increase the quality of writing 27.Our conception of portfolio as a learning portal was guided by our earlier work in helpingstudents learn about their development processes during software development 15,16,18,19. As partof that project, we had the students establish collect effort data 28 related to their developmentactivities. These data were posted in their design notebooks. This captured much of the student’sdevelopment habits, and allowed us to construct activities requiring students to comment on theefficacy of their development behavior. This reflective act was part of the postmortem requiredon every

Collection

2001 Annual Conference

Authors

Jace Hargis; Anne Donnelly

through a posting on the WEPAN web list, to encourage adequaterepresentation of women engineering student participants. Of the 289 students that participatedin the study, 145 science and engineering majors completed all of the required forms and wereincluded in the data analysis. The drop out rate was expected due to the unsupervised, voluntarynature of the study. Students first completed the following on-line forms; computer attitudesurvey (with demographic questions), a Motivated Strategies for Learning Questionnaire (whichevaluates self-regulated learners and self-efficacy), a verbal comprehension test (a generalindicator of aptitude), an instructional pre-assessment; and an instructional post-assessment(exactly the same as the pre-assessment

Collection

2001 Annual Conference

Authors

Patricia Secola; Bettie Smiley; Dale Baker; Mary Anderson-Rowland

; D. M. Wilson (Eds.), Women and Mathematics, 123-150. Hillsdale, NJ: Lawrence Erlbaum Associates, (1985).7. Eccles, J.S., Wigfield, A., Harold, R.D. & Blumenfeld, P. (1993). Age and Gender Differences in Children’sSelf- and Task-Perceptions During Elementary School. Child Development, 64, 830-847.8. Byars, A.M., & Hackett, G. Ethnic Identity Attitudes, Academic and Career Self-Efficacy, Interest and CareerConsideration. Paper presented at the Annual Meeting of the American Psychological Association, NY, August1995.9. Sadker, M., Sadker, D. & Klein, S. (1991). The Issue of Gender in Elementary and Secondary Education.Review of Research in Education, 17, 269-333.10. Plucker, J.A. (1996). Secondary Science and Mathematics Teachers