Communicate course structure and expectations early to support students' self-efficacy at course start¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 2 studies (2 review), q2 · 0 of 2 report an effect size

Description¶

The article recommends that, because initial self-efficacy predicts early task interest and first-test performance but standard socio-cognitive supports (mastery or vicarious experiences) take time, instructors can instead support perceived control through clear communication. As the article puts it, "This communication about the course structure and expectations helps students understand the demands of the course and how to work towards them, potentially providing a path to enhancing their self-efficacy for the course of study right away." This is offered for introductory courses where students arrive with low prior knowledge and varied interest.

Design Implications¶

Context¶

Requirements¶

• Instructor communication of expectations, fundamental goals and course organisation at the beginning of the course

Constraints¶

• Suggested for compulsory introductory courses where instructors do not yet know students and standard self-efficacy supports are impractical

Target Learners¶

• university students in introductory courses with low prior knowledge and self-efficacy

Target Learning Goals¶

• early engagement and self-efficacy for course content

Claims¶

• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. [+W]

Related Strategies¶

• Communicate High Expectations and Provide Appropriate Support
• Explicate, Validate, and Address Negative Emotions

Examples¶

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Key Sources¶

• Fryer, L. K., Shum, A., Lee, A., & Lau, P. (2021). Mapping students' interest in a new domain: Connecting prior knowledge, interest and self-efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2021.101493