Thesis (Ed.D., Interdisciplinary Studies)--University of Idaho, June 2014 | One of the general purposes of all university communities is effective teaching and learning. Learning disciplinary knowledge involves application and confidence to do. Undergraduate students with high levels of self-efficacy are more confident to perform program expectations and competencies. There are two descriptive studies found in this paper.
The first study examined the relationship between general self-efficacy and Health Science major program's goals relating to the profession's core competencies. The results found a significant moderate positive relationship between general self-efficacy and the seven core health education competencies within an individual Health Science program (r = .364, .383, and .376). The study used two instruments; Schwarzer's General Self-Efficacy scale and 18 additional questions relating to the core competencies.
The second study examined general self-efficacy and the relationship between student perceptions of professional preparation and student reported experiential learning opportunities. This study examined three andragogically based university program areas: Family and Consumer Sciences Education, Recreation Management, and Health Science. The results found a significant moderate positive relationship between student perceptions about their program preparation and students reported experiential learning opportunities using Schwarzer's General Self-Efficacy scale. The research demonstrated the students entered the programs with a high level of self-efficacy (34.19 out of 40) and the rigors of higher education in the selected programs do not diminish student self-efficacy.
Possible reasons for both of the results from both studies include age, church missionary experience, and the university's innovative mission. Additional factors include, a unique teaching and learning model, student-centered outcomes, and the belief in extraordinary possibilities in ordinary people.
