How do self-regulation and self-efficacy beliefs associate with law students’ experiences of teaching and learning?

Show full item record



Permalink

http://hdl.handle.net/10138/304897

Citation

Räisänen , M , Haarala-Muhonen , A & Hyytinen , H 2019 , ' How do self-regulation and self-efficacy beliefs associate with law students’ experiences of teaching and learning? ' , Uniped , vol. 42 , no. 1 , pp. 74-90 . https://doi.org/10.18261/issn.1893-8981-2019-01-06

Title: How do self-regulation and self-efficacy beliefs associate with law students’ experiences of teaching and learning?
Author: Räisänen, Milla; Haarala-Muhonen, Anne; Hyytinen, Heidi
Contributor: University of Helsinki, The Centre for University Teaching and Learning (HYPE)
University of Helsinki, The Centre for University Teaching and Learning (HYPE)
University of Helsinki, The Centre for University Teaching and Learning (HYPE)
Date: 2019-03-08
Language: eng
Number of pages: 17
Belongs to series: Uniped
ISSN: 1500-4538
URI: http://hdl.handle.net/10138/304897
Abstract: Self-regulation and self-efficacy beliefs are essential factors for university students’ performance and academic success. Surprisingly, little is known about how these aspects are related to students’ experiences of the teaching-learning environment. This study examines the relationship between self-regulation, self-efficacy beliefs, experiences of the teaching and learning among master’s level law students (n=103) at a new course of legal methodologies (3 ECTS). Three different student groups with remarkable differences in self-regulation were detected. The groups differed in terms of their experiences of the teaching and learning environment, such as the relevance of this master’s level course, as well as their descriptions of learning outcomes. Self-regulated students saw the teaching-learning environment in a mostly positive way, and they were able to elaborate their learning outcomes. However, there were no connections between the groups and self-efficacy beliefs. This study suggests that students’ self-regulation should be taken into account when considering student-centred learning and teaching in higher education. Once there is an awareness of differences between students, pedagogical practices can be modified to suit the needs of those students who may or may not already have a more developed ability to regulate their learning processes.
Subject: 516 Educational sciences
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
how_do_self_reg ... acy_beliefs_associate_.pdf 1.321Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record