%0 Journal Article %1 vanDinther201195 %A van Dinther, Mart %A Dochy, Filip %A Segers, Mien %D 2011 %J Educational Research Review %K self-efficacy student %N 2 %P 95 - 108 %R http://dx.doi.org/10.1016/j.edurev.2010.10.003 %T Factors affecting students’ self-efficacy in higher education %U http://www.sciencedirect.com/science/article/pii/S1747938X1000045X %V 6 %X Researchers working in educational settings are increasingly paying attention to the role students’ thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students’ motivation and learning. This article investigates empirical literature about the role of students’ self-efficacy in education by focusing on the following research question: which are the factors shown to affect the self-efficacy of students within higher educational settings? The results of a review reveal that educational programmes have the possibility to enhance students’ self-efficacy, and that educational programmes based on social cognitive theory proved to be particularly successful on this score. Several factors appeared to influence students’ self-efficacy and provided evidence of the potency of the main sources of self-efficacy. Directions for future research are indicated.

@article{vanDinther201195, abstract = {Researchers working in educational settings are increasingly paying attention to the role students’ thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable because it affects students’ motivation and learning. This article investigates empirical literature about the role of students’ self-efficacy in education by focusing on the following research question: which are the factors shown to affect the self-efficacy of students within higher educational settings? The results of a review reveal that educational programmes have the possibility to enhance students’ self-efficacy, and that educational programmes based on social cognitive theory proved to be particularly successful on this score. Several factors appeared to influence students’ self-efficacy and provided evidence of the potency of the main sources of self-efficacy. Directions for future research are indicated. }, added-at = {2015-03-05T03:57:38.000+0100}, author = {van Dinther, Mart and Dochy, Filip and Segers, Mien}, biburl = {https://www.bibsonomy.org/bibtex/2a9a5bb6f7de222dafa7ebdfc3ebdf442/jennymac}, description = {Factors affecting students’ self-efficacy in higher education}, doi = {http://dx.doi.org/10.1016/j.edurev.2010.10.003}, interhash = {9566de60e26790639270592524df10c0}, intrahash = {a9a5bb6f7de222dafa7ebdfc3ebdf442}, issn = {1747-938X}, journal = {Educational Research Review }, keywords = {self-efficacy student}, number = 2, pages = {95 - 108}, timestamp = {2015-03-05T03:57:38.000+0100}, title = {Factors affecting students’ self-efficacy in higher education }, url = {http://www.sciencedirect.com/science/article/pii/S1747938X1000045X}, volume = 6, year = 2011 }