Theses and Dissertations Collection

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.