ABSTRACT

This exploratory study addresses a gap in the literature for the potential in assessing domain-specific self-efficacy within the context of Higher Education (HE). Focusing on HE students’ participation in extracurricular activities (ECAs), the study builds on the authors’ previous research which recognised the impact of ECAs on HE students’ lived experiences. An initial sample of two hundred and ninety-four students from a from a post-92 Higher Education Institution (HEI) in the North of England (UK) completed a survey designed to measure self-concepts of student self-efficacy, encompassing academic and social tasks, and fifty-four of those students completed a follow-up survey. The key finding was that there is a positive association between involvement in certain ECAs and self-efficacy in students within the university context. Furthermore, the results indicate a relationship between engagement with certain ECA-types and specific domains of self-efficacy. These findings have important implications in that supporting students to develop higher levels of self-efficacy specific to the university setting could have an impact on key HE outcomes, such as employability. Further research needs to be undertaken to establish if there is a causal link between involvement in ECAs and the development of self-efficacy whilst at university.

摘要

这项探索性研究解决了文献中关于在高等教育 (HE) 背景下评估特定领域自我效能的潜力的空白。该研究侧重于高等教育学生参与课外活动 (ECA) 的情况，以作者之前的研究为基础，该研究认识到 ECA 对高等教育学生的生活经历的影响。来自英格兰北部（英国）92 后高等教育机构 (HEI) 的 294 名学生的初始样本完成了一项旨在衡量学生自我效能感的自我概念的调查，包括学术和社会任务，其中 54 名学生完成了后续调查。主要发现是，在大学环境中，参与某些 ECA 与学生的自我效能感之间存在正相关。此外，结果表明某些 ECA 类型的参与与自我效能的特定领域之间存在关系。这些发现具有重要意义，因为支持学生发展特定于大学环境的更高水平的自我效能感可能会对高等教育的关键成果产生影响，例如就业能力。需要进行进一步的研究，以确定参与 ECA 与大学期间自我效能的发展之间是否存在因果关系。