THE EFFECT OF ‘TEACH AN LA’ ON SELF-REPORTED MEASURES OF STUDENT SELF-EFFICACY

Undergraduate Honors Thesis

Citations

Citeable URL: https://scholar.colorado.edu/concern/undergraduate_honors_theses/z316q221w

Abstract

A growing body of research shows that an individual’s perceived self-efficacy plays a large role in performance concerning a number of areas, including future thinking, stress reduction, problem solving, and academic success. These links continue to be thoroughly studied, but research on how to influence perceptions of self-efficacy remains limited and lacks generalizability. This study examines the effects of a peer instruction program named, “Teach a learning assistant”, hereafter, “Teach an LA”, on University of Colorado Boulder cognitive psychology students’ reports of perceived self-efficacy. Statistical analysis shows significant differences between classes with “Teach an LA” programs and controls’ changes in reports of academic self-efficacy across the semester. This research suggests that programs like “Teach an LA” may provide cost-effective methods to aid in positively influencing students’ perception of their academic self-efficacy.

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