{"title":"自我效能感与未来自我建构","authors":"Vincent Stokes","doi":"10.4018/978-1-5225-8488-9.CH007","DOIUrl":null,"url":null,"abstract":"This chapter assesses and evaluates whether or not positive interfaces between adult learners and their instructors and academic advisors affect their learning experience and the concept of their possible positive future selves. This chapter promotes the importance of strategies that support self-efficacy and the future selves construct, and raises awareness of the impact this concept can have on undergraduate adult learners' academic and personal success. In addition, this chapter focuses on an in-depth perspective from the undergraduate adult learner as to whether or not they believe they were supported by educators with regards to developing or strengthening self-efficacy and the future selves construct, and whether or not they believed these factors impacted their academic performance. The aim is to enhance the abilities of instructors and contribute ideas to full and part-time faculty members by sharing strategies to enhance teaching efforts that positively impact learning for the undergraduate adult learner.","PeriodicalId":254464,"journal":{"name":"Research Anthology on Adult Education and the Development of Lifelong Learners","volume":"205 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Self-Efficacy and the Future Selves Construct\",\"authors\":\"Vincent Stokes\",\"doi\":\"10.4018/978-1-5225-8488-9.CH007\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter assesses and evaluates whether or not positive interfaces between adult learners and their instructors and academic advisors affect their learning experience and the concept of their possible positive future selves. This chapter promotes the importance of strategies that support self-efficacy and the future selves construct, and raises awareness of the impact this concept can have on undergraduate adult learners' academic and personal success. In addition, this chapter focuses on an in-depth perspective from the undergraduate adult learner as to whether or not they believe they were supported by educators with regards to developing or strengthening self-efficacy and the future selves construct, and whether or not they believed these factors impacted their academic performance. The aim is to enhance the abilities of instructors and contribute ideas to full and part-time faculty members by sharing strategies to enhance teaching efforts that positively impact learning for the undergraduate adult learner.\",\"PeriodicalId\":254464,\"journal\":{\"name\":\"Research Anthology on Adult Education and the Development of Lifelong Learners\",\"volume\":\"205 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research Anthology on Adult Education and the Development of Lifelong Learners\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-5225-8488-9.CH007\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research Anthology on Adult Education and the Development of Lifelong Learners","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-5225-8488-9.CH007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This chapter assesses and evaluates whether or not positive interfaces between adult learners and their instructors and academic advisors affect their learning experience and the concept of their possible positive future selves. This chapter promotes the importance of strategies that support self-efficacy and the future selves construct, and raises awareness of the impact this concept can have on undergraduate adult learners' academic and personal success. In addition, this chapter focuses on an in-depth perspective from the undergraduate adult learner as to whether or not they believe they were supported by educators with regards to developing or strengthening self-efficacy and the future selves construct, and whether or not they believed these factors impacted their academic performance. The aim is to enhance the abilities of instructors and contribute ideas to full and part-time faculty members by sharing strategies to enhance teaching efforts that positively impact learning for the undergraduate adult learner.
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