Academic journal article Canadian Journal of Behavioural Science

Perceived Self-Efficacy, Outcome-Efficacy and Feedback: Their Effects on Professors' Teaching Development Motivation

Academic journal article Canadian Journal of Behavioural Science

Perceived Self-Efficacy, Outcome-Efficacy and Feedback: Their Effects on Professors' Teaching Development Motivation

Article excerpt

Abstract

The primary purpose of this study was to examine the effects of perceived 1) self - efficacy, 2) outcome - efficacy, and 3) feedback on motivation to improve university teaching through teaching development workshops. A survey was completed by professors at the University of Calgary in the Faculties of Social Sciences (N = 51) and Management (N = 23), to assess their perceptions of self - efficacy, outcome - efficacy and feedback they received from their three most recent student - based course evaluations. The data were analyzed separately for the two Faculties. It was found that the measures of outcome - efficacy were positively related to motivation for both groups. In addition, for the Social Sciences, self - efficacy was positively related to motivation. A secondary purpose of this study was to examine the relationships between aspects of feedback (valence with accuracy; accuracy and timeliness with effectiveness). All were found to be positive, as expected. There were also some interesting findings regarding the views of the professors about the teaching enterprise itself. Future directions for research are discussed.

Resume

Le but de cette etude etait d'examiner les effets de perception: 1) d'autoefficacite, 2) de processus axe sur l'obtention de resultats et 3) de retroaction sur la motivation a ameliorer l'enseignement universitaire par la tenue d'ateliers sur le perfectionnement de l'enseignement. On a demande a des professeurs de l'Universite de Calgary de repondre a un questionnaire de sondage/enquete, 51 professeurs en sciences sociales et 23 professeurs de gestion, afin d'evaluer leurs perceptions de l'autoefficacite, de l'importance d'atteindre des resultats et des commentaires recus de leurs trois dernieres evaluations de cours faites par leurs etudiants. Les donnees ont ete analysees separement pour les deux facultes. Chez les deux groupes, on a constate que les mesures indiquant l'importance d'obtenir des resultats etaient de maniere positive liees a la motivation. De plus, pour les professeurs de sciences sociales, I'autoefficacite etait liee a la motivation. Le deuxieme but de cette etude consistait a examiner les liens entre les divers aspects de la retroaction (validite avec exactitude; exactitude et a - propos avec efficacite). Comme prevu, on a constate qu'ils etaient tous positifs. Les resultats de l'etude ont aussi permis de constater certains points interessants sur la facon dont les professeurs percoivent l'enseignement. On traite, enfin, des nouvelles orientations de recherche.

The primary purpose of this study was to examine the influence of several factors - self - efficacy, outcome - efficacy, and feedback - on motivation within the context of the university teaching environment. This context was chosen as timely due to the increased scrutiny of the effectiveness of university education. A secondary purpose was to examine the relationships between: 1) feedback valence (positiveness/negativeness) and its perceived accuracy, and 2) accuracy and timeliness of feedback and its perceived usefulness.

Self - Efficacy

Self - efficacy has been defined as "people's judgements of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986, p 391). Self - efficacy theory has been shown to affect an individual's motivation in a wide variety of studies including those assessing assertiveness training (Lee, 1983), pain tolerance and control (Manning & Wright, 1983), adherence to an exercise program (Desharnais, Bouillon, & Godin, 1986), and academic performance (Bouffard - Bouchard, 1989). Bandura and Jourden (1991) found that perceived self - efficacy enhances performance directly and indirectly through its effects on personal goals, self reactions, and on the use of analytic strategies. Locke and Latham (1990), in their High Performance Cycle model of motivation (based on goal - setting research), provide information regarding how self - efficacy and feedback are necessary to improve performance. …

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