Authentic, challenging projects in the Learning Studio developed students' self-efficacy for future careers¶

Claim · All claims
Evidence · 2 studies · 2 qualitative r? · q2
Currency · newest study 2024 · checked against its sources 2026-10-19 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? A student's authentic engagement with podcasting equipment at the launch event deepened her interest and belief she could succeed as a podcaster. → selfefficacy-yahaira q2 i? The authors expect a planned client-based final project, in which students build a website or program for a community "client", to build self-efficacy; the report describes the project prospectively and observes no outcome from it. → selfefficacy-duarte

Evidence¶

selfefficacy-yahaira¶

Wortman, A., and Schiner, N. (2024, June). Access to powerful technology as a catalyst for career pathway engagement [Project Report]. Digital Promise. https://doi.org/10.51388/20.500.12265/217

q2 · i? · qualitative · r?

In the Engagement section, the authors interpret Yahaira's launch-event podcasting experience: her "participation in an authentic and challenging project in the Learning Studio helped develop her self-efficacy." She linked her genuine interest in podcasting to a shared, purposive project.

"Yahaira's participation in an authentic and challenging project in the Learning Studio helped develop her self-efficacy and her belief that she could succeed as a podcaster in the future."

selfefficacy-duarte¶

Wortman, A., and Schiner, N. (2024, June). Access to powerful technology as a catalyst for career pathway engagement [Project Report]. Digital Promise. https://doi.org/10.51388/20.500.12265/217

q2 · i? · qualitative · r?

The authors describe Mr. Duarte's planned final project, in which students "will be asked" to find community "clients" and build a website or program solving the client's problem, and write that knowing they have the necessary skills "builds self-efficacy." This is the authors' expectation for a project not yet carried out; no self-efficacy outcome from it is reported.

"Knowing that they have the skills necessary to complete the project and provide a useful service to someone else provides for a deeply engaging experience for the students and builds self-efficacy."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies — the general claim this finding bears on, with the studies behind it
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Students believed interdisciplinary studio experiences would ease their transition into the workforce — related
• Educators moved from awareness to interest in integrating the studio's technology into their coursework — related
• Students in interdisciplinary design studio courses reported high authentic motivation stemming from the problems rather than grades — related
• Early exposure to career pathways in high school is reported to enhance students' self-efficacy and occupational awareness — a broader claim this one bears on
• Exposure to the HP Learning Studio raised student awareness that spread peer-to-peer and broadened students' sense of future possibilities — related
• Students saw technology and STEM careers as creating concrete possibilities for their own agency — related
• In one extreme case, two sixth-graders with a choice-rich, ungraded STEAM infrastructure extended a game-design challenge into a year-long self-directed project well beyond its designed scope — related
• Spontaneous responsiveness to real-world events in PBL can deepen student-directed inquiry beyond what designed curriculum achieves — related
• Project-based and experiential learning approaches are reported as most effective for AI literacy education, and early exposure enhances learners' self-efficacy — related
• Interest and self-efficacy are distinct yet reciprocally related in supporting learning — a broader claim this one bears on