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Type: Journal article
Title: 'I can do it, and how!' Student experience in access and equity pathways to higher education
Author: Habel, C.
Citation: Higher Education Research and Development, 2012; 31(6):811-825
Publisher: Carfax Publishing Ltd
Issue Date: 2012
ISSN: 0729-4360
Statement of
Chad Habel
Abstract: Alternative pathways and enabling courses such as foundation programmes are well-established in some tertiary institutions and are likely to be broadened and enhanced across the sector. If such a course is designed along the lines of Biggs' constructive alignment, it would be hoped that students would be likely to adopt a 'deep approach' to learning through their course of study. In addition, it is often assumed (but rarely properly demonstrated) that such courses promote the confidence of students to achieve well in their academic studies. This study explored changes in approaches to learning and academic self-efficacy in the first topic of a Foundation Course, using Biggs' R-SPQ-2F and a newly developed academic self-efficacy scale. While the findings on approaches to learning were inconclusive, analysis showed a substantial and statistically significant increase in academic self-efficacy. © 2012 Copyright HERDSA.
Keywords: academic self-efficacy
access and equity programmes
approaches to learning
widening participation
Rights: © 2012 HERDSA
DOI: 10.1080/07294360.2012.659177
Appears in Collections:Aurora harvest
Education publications

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