| Autor: |
Mozley, Heather, D'Silva, Rebecca, Curtis, Sally |
| Předmět: |
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| Zdroj: |
Widening Participation & Lifelong Learning; Nov2020, Vol. 22 Issue 3, p64-87, 24p |
| Abstrakt: |
University attrition rates are often higher for students from groups under-represented in Higher Education (HE), for example those who have experienced social and educational disadvantage. Points of educational transition have been identified as key risk factors for progression and retention, and interventions to increase self-efficacy may act protectively to reduce higher attrition rates. This study presents an evaluation of an intervention implemented at one UK medical school, which aimed to enhance participants' self-efficacy and sense of belonging. Participants completed Schwarzer's General Self-Efficacy Scale and written evaluations. Qualitative data were examined inductively using thematic analysis. Average self-efficacy scores showed a statistically significant improvement six months after the intervention. Key themes including 'it's not just me' and 'learning from the experiences of others' were identified from the qualitative data and explored within a framework of selfefficacy. The intervention appeared to have a positive impact on self-efficacy through two key sources. Firstly, creating positive 'physiological and emotional states' enabled participants to engage in constructive discussions of personal difficulties they faced, such as imposter syndrome. Secondly, 'vicarious experiences', hearing how others had coped during difficult situations, improved participants' beliefs in their ability to cope with future challenges and imagine being successful. These factors may be key in supporting transitions for under-represented university students engaged with a range of disciplines. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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