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Supporting First-Year Experience Students' Academic Self-Efficacy with Intentional Instructional Design.

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Title: Supporting First-Year Experience Students' Academic Self-Efficacy with Intentional Instructional Design.
Authors: Jagielo-Manion, Rosemarie1 rjagielo-manion@wcupa.edu, Nagle, Jessica Tobin2
Source: Innovative Higher Education. Aug2025, Vol. 50 Issue 4, p1115-1137. 23p.
Subject Terms: *First year experience programs, *Self-efficacy in students, *Instructional systems design, *Experiential learning
Geographic Terms: United States
Abstract: First-Year Experience (FYE) courses are found in colleges across the United States to support students' transition to college (McBride et al., 2021, Journal of the First-Year Experience & Students in Transition 33:99–119, Young & Keup, 2016, New Directions for Community Colleges 2016:57–69). This study explored how bridging pedagogical and andragogical principles in an intentionally designed book study and experiential learning project influenced 89 first-year college students' perceptions of their self-efficacy. Pre- and post-surveys and classroom artifacts were used to collect data on participants' perceptions of their self-efficacy related to peer collaboration, institutional support, motivation/self-directed learning, and study strategies. Findings revealed that participants' comfort levels in study strategies, peer collaboration, use of university resources, and academic research increased from the start to the end of the book study and experiential learning project. Results of this study can be utilized as a guide for instructors/programs in the design and implementation of their courses to best support first-year students' perceptions of self-efficacy and their persistence to graduation. [ABSTRACT FROM AUTHOR]
Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: First-Year Experience (FYE) courses are found in colleges across the United States to support students' transition to college (McBride et al., 2021, Journal of the First-Year Experience & Students in Transition 33:99–119, Young & Keup, 2016, New Directions for Community Colleges 2016:57–69). This study explored how bridging pedagogical and andragogical principles in an intentionally designed book study and experiential learning project influenced 89 first-year college students' perceptions of their self-efficacy. Pre- and post-surveys and classroom artifacts were used to collect data on participants' perceptions of their self-efficacy related to peer collaboration, institutional support, motivation/self-directed learning, and study strategies. Findings revealed that participants' comfort levels in study strategies, peer collaboration, use of university resources, and academic research increased from the start to the end of the book study and experiential learning project. Results of this study can be utilized as a guide for instructors/programs in the design and implementation of their courses to best support first-year students' perceptions of self-efficacy and their persistence to graduation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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