Browsing by Author "Kleemola, Katri"

In previous research, changes in self-efficacy have been studied only at group level. Very little research has been done on relations between self-efficacy and approaches to learning. The aim of this study was to explore changes in self-efficacy in first-year Law students at group level and individual level, and also relations between changes in self-efficacy and approaches to learning. The data were collected in the HowULearn project. First-year Law students filled in a questionnaire twice: at the beginning of the autumn term and at the end of the spring term. Altogether 133 students filled in the questionnaire at both times. Self-efficacy and approaches to learning were measured using the scales of the HowULearn questionnaire. Changes in self-efficacy at group level were analyzed by a paired samples t-test. Changes at individual level were explored using change groups and change profiles. Relations between changes in self-efficacy and approaches to learning were analyzed by Pearson correlation and one-way ANOVA. On the group level, self-efficacy deteriorated between the measuring points. The individual analyses revealed that the number of students who showed deteriorating self-efficacy was equal to the number whose self-efficacy was unaltered. More than half of the students were placed in change profiles representing unaltered weak, moderate or strong self-efficacy. As self-efficacy increased, deep and organized approaches to learning also increased, while surface approach decreased. Compared with others, students with unaltered weak self-efficacy tended more toward a surface approach and less toward deep and organized approaches. Compared with others, students with increasing or unaltered strong self-efficacy were using more deep and organized approaches. In order to promote a deep approach to learning, students' self-efficacy should be strengthened through feedback focusing on successes. A promising direction for future research would be to focus on individual changes in self-efficacy in relation to factors such as study success and perceptions of the learning environment.