Self-efficacy & optimism: Why integration of support remains vital
- HOW HUMMING GOT US THROUGH FIRST YEAR 2000’s
2010
2011
ONE-ON-ONE CONSULTATIONS
GROUP-CONTRACT
No PRE-DESIGN of QUESTIONNAIRE
Programme
BUY-IN
METACOGNITIVE AWARENESS
HUMMING – I
am not alone
Attitudinal focus
Exclusivity
Group-work focused
INCLUSIVITY through
socialization
OWNERSHIP
SUPPORT PROGRAMME
Lecturer Involvement
INCLUSIVITY
COHESION
INTER & EXTRA CURRICULUM
Social-Media
Platforms
Subject-specific content
Metacognitive Awareness
GENERIC SKILLS
Cohort-Driven
COURSE INTERGRATION
SUPPORT
PROGRAMME
COURSE
DRIVEN
INTEGRATION
STUDENT THROUGHPUT ??
COHESION
CARROT (sweet) & a BIG(?) stick?
Pre- & Post- Programme
Monitoring & Evaluation
Chemers, M., Hu, L. & Garcia, B. (2001) Academic Self-Efficacy & First-Year College Student Performance and
Adjustment Journal of Educational Psychology, 93 55-64;
Zimmerman, B. (2002) Becoming a Self-Regulated Learner: An Overview Theory Into Practice 41(2) 64-70;
Horner, S. & Shwery, C. (2002) Becoming an Engaged, Self-Regulated Reader Theory Into Practice 41(2) 102-109;
Butler, D. (2002) Individualizing Instruction in Self-Regulated Learning Theory Into Practice 41(2) 81-92;
Claydon, L (2009) Engaging and Motivating Students: Assessment to Aid Student Learning on a 1st Year Core Law
Module The Law Teacher 43(3) 269-283;
Zimmerman, B. (1992) Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs & Personal Goal
Setting American Educational Research Journal 29(3) 663-676
FORMAL FACULTY INVOLVEMENT
Compulsory BUT Voluntary
FACULTY-Focused
FUNDING
CSS Liaison / University wide
EARLY- & MID-YEAR TEST RESULTS
STUDENT-Focused
Bradley Greenhalgh
Coordinator: Student Support
[email protected] @StudenteSteunUS
Office of the Dean, Faculty of Law
University of Stellenbosch
© 2012