First-year students working with exemplars: Promoting self-efficacy, self-monitoring and self-regulation

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dc.contributor.author Hawe, Eleanor en
dc.contributor.author Lightfoot, Una en
dc.contributor.author Dixon, H en
dc.date.accessioned 2018-10-12T01:25:04Z en
dc.date.issued 2019 en
dc.identifier.issn 0309-877X en
dc.identifier.uri http://hdl.handle.net/2292/41161 en
dc.description.abstract If students are to become independent learners they must be provided with opportunities to develop the capacity to monitor and regulate their learning from the outset of their academic careers. In this paper we explore first year undergraduate students’ experiences and perceptions regarding the use of exemplars, with reference to the development of student self-regulation. The study was carried out at a tertiary education institution in a large city in New Zealand where the second author was employed as a lecturer. In her role as a teacher, this author used exemplars with two classes of first year students enrolled in a core introductory paper taught as part of the students undergraduate business studies degree. Data were gathered from these students through three complementary approaches: responses to a short anonymous survey at the end of each of the four sessions where exemplars were used, written notes in the teacher’s Teaching journal and semi- structured interviews at the end of the course with student volunteers. When strategically employed as part of the teaching design, it was found that exemplars have the capacity to motivate, enhance students’ self-efficacy, promote understanding of task requirements, expand knowledge, understanding and skills in relation to the structure of academic tasks, support and advance subject knowledge, and develop evaluative and productive knowledge and expertise. It was concluded the use of exemplars with these students demonstrated their potential as tools for the promotion of student self-efficacy, self-monitoring and to a lesser extent, self-regulation. en
dc.publisher Taylor & Francis (Routledge) en
dc.relation.ispartofseries Journal of Further and Higher Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title First-year students working with exemplars: Promoting self-efficacy, self-monitoring and self-regulation en
dc.type Journal Article en
dc.identifier.doi 10.1080/0309877X.2017.1349894 en
pubs.issue 1 en
pubs.begin-page 30 en
pubs.volume 43 en
dc.rights.holder Copyright: The author en
pubs.end-page 44 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 634838 en
pubs.org-id Business and Economics en
pubs.org-id Graduate School of Management en
pubs.org-id Business Masters en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2017-07-05 en
pubs.online-publication-date 2017-07-31 en


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