Australian Journal of Adult Learning - Volume 52 - Number 1 - April 2012 - Investigating the influence of teacher strategies on academic self-efficacy and study behaviour

Oct 15, 2026

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Investigating the influence of teacher strategies on academic self-efficacy and study behaviour examines how an intervention can strengthen learners’ academic self-beliefs and study practices within a tertiary bridging program. The study targets gaps between students’ instruction about self-directed learning and their demonstrated behaviours, addressing cohort challenges such as varied ages, backgrounds, and prior engagement quality. Action research findings show significant improvements in self-efficacy and multiple study behaviour areas, supporting the effectiveness of the bridging program and informing assessment practices.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

Purpose and intervention focus

Theoretical background informing the study

Prior research on bridging programs

Bandura’s social cognitive theory and efficacy beliefs

Links to goal setting, performance, and resilience

Australian Journal of Adult Learning Volume 52, Number 1, April 2012 Investigating the influence of teacher strategies on academic self-efficacy and study behaviour of students in a tertiary bridging program Patricia Whannell, Robert Whannell and Bill Allen University of the Sunshine Coast, Sippy Downs, Queensland This article describes the findings ofan action research project which examined the link between academic self-efficacy and the study behaviours of students in a tertiary bridging program at a regional university in Australia. It describes the gap which exists between students’ instruction in, and knowledge of, being a self-directed learner and the enacting of study behaviours which demonstrate that instruction and knowledge. The intervention employed in the study resulted in significant improvements in many areas of academic self-efficacy and study behaviours and demonstrates the effectiveness of the tertiary bridging program in this regard. The appropriateness of using traditional forms of assessment in tertiary bridging programs is discussed. 40 Patricia Whannell, Robert Whannell and Bill Allen Introduction The purpose of this study was to examine the effectiveness of an intervention designed to improve the academic self-efficacy and study behaviours of students in a compulsory academic skills course in a tertiary bridging program at a regional university. The university where the study was conducted provides an on-campus, tertiary bridging program as an alternative pathway for prospective students who do not possess the necessary academic qualifications for direct entry. The particular challenges associated with the student cohort which had been identified were a diverse age range, educational and work backgrounds and, generally, the poor quality of the students’previous educational engagement and outcomes achieved. Course data showed that approximately 26% of students who commenced the program did not submit the first assessment piece, while the majority of students who dropped out of the bridging program did so within the first six weeks after commencement. A particular problem which appeared to be hindering these students to successfully transition into the bridging program was their lack of knowledge of what was required to be a successful student in terms of academic and study behaviours. It was considered that a short-coming existed in the bridging program, in that students were instructed in relation to the theory of academic skills, but were not adequately assisted to develop the associated academic behaviours. This study planned to identify and understand the needs of new students entering the bridging program and determine how much influence a teacher and course designcould have on their academic self-efficacy and study behaviours. Theoretical background informing the study Previous research (Whannell, Allen & Lynch 2010) in relation to the bridging program which is the subject of the current study examined the secondary school experiences of students up to the age of 23 Investigating the influence of teacher strategies 41 years. The Whannell et al. study concluded that these students had experienced negative secondary schooling experiences, largely fostered by teachers who did not seem to care or did not provide the required support. The consequences associated with a lack of confidence and belief in academic self-efficacy which would be expected to result from these experiences are described by Pajares (1996). He observed that ‘efficacy beliefs help determine how much effort people will expend on an activity, how long they will persevere when confronting obstacles, and how resilient they will prove in the face of adverse situations—the higher the sense of efficacy, the greater the effort, persistence, and resilience’(p. 544) . Phillips and Gully (1997: 792) observed that ‘self-efficacy and need for achievement were positively related to goal level, which was positively related

FAQs

What was the study’s primary purpose in a tertiary bridging program?

To examine the effectiveness of an intervention designed to improve students’ academic self-efficacy and study behaviours in a compulsory academic skills course.

What problem was identified as hindering students’ transition into the program?

Students’ lack of knowledge about what successful academic and study behaviours require, alongside insufficient support for developing those behaviours.

What were the key outcomes of the intervention?

The intervention resulted in significant improvements in many areas of academic self-efficacy and study behaviours, demonstrating the program’s effectiveness.

Oct 15, 2026

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