2.50
Hdl Handle:
http://hdl.handle.net/2436/3814
Title:
Self-efficacy and performance among sport studies students taking statistics.
Authors:
Lane, Andrew M.; Hall, Ross; Nevill, Alan M.
Abstract:
Sport studies courses typically involve modules in research methods and statistics. Knowledge of how data are gathered and analysed is often a necessary condition for critically analysing research. These skills are needed in a number of different modules, and importantly, form a large component of a dissertation taken at level three of an undergraduate degree. Anecdotal evidence suggests that Sport Studies students typically find statistics a difficult subject to learn. Low confidence might partly be due to their varied background in terms of mathematics experience. Students typically steer toward sport related courses out of an interest in sport, rather than a desire to learn statistical skills. The relevance of learning statistics to developing critical thinking skills is not immediately apparent to many sport students. Teaching Sport Studies students statistics tends to represent a serious challenge for lecturers. Self-efficacy is defined as the levels of confidence individuals have in their ability to execute courses of action or attain specific performance outcomes (Bandura, 1977, 1982, 1997). Self-efficacy expectations are proposed to influence initiating behaviour, how much effort will be applied to attain an outcome, and the level of persistence applied to the task in the face of difficulties and setbacks (Bandura, 1997). Research findings show that high self- efficacy is associated with successful performance, although the strength of relationships tends to vary between studies. This finding has been found in the context of sport (Moritz, Feltz, Fahrbach, & Mack, 2000), academia (Multon, Brown, & Lent; 1991; Lane & Lane, 2001; Pajares, 1996), and work (Stajkovic & Luthans, 1998). The aim of the project is to seek information that might lead to improved student learning regarding statistics. The research identifies the competences that students and lecturers perceive are needed for successful performance on a statistics module. Second, the research assesses the relationship between self-efficacy toward achieving these competences and performance on the module.
Citation:
CELT Learning and Teaching Projects 2001/02
Publisher:
University of Wolverhampton
Issue Date:
2002
URI:
http://hdl.handle.net/2436/3814
Additional Links:
http://www.wlv.ac.uk/celt
Type:
Book chapter
Language:
en
Description:
Report of a CELT project on supporting students through innovation and research
ISBN:
0954211618
Appears in Collections:
Institute for Learning Enhancement (ILE); Sport, Exercise and Health Research Group; Learning and Teaching in Sport, Exercise and Performance

Full metadata record

DC FieldValue Language
dc.contributor.authorLane, Andrew M.-
dc.contributor.authorHall, Ross-
dc.contributor.authorNevill, Alan M.-
dc.date.accessioned2006-08-10T16:08:11Z-
dc.date.available2006-08-10T16:08:11Z-
dc.date.issued2002-
dc.identifier.citationCELT Learning and Teaching Projects 2001/02en
dc.identifier.isbn0954211618-
dc.identifier.urihttp://hdl.handle.net/2436/3814-
dc.descriptionReport of a CELT project on supporting students through innovation and researchen
dc.description.abstractSport studies courses typically involve modules in research methods and statistics. Knowledge of how data are gathered and analysed is often a necessary condition for critically analysing research. These skills are needed in a number of different modules, and importantly, form a large component of a dissertation taken at level three of an undergraduate degree. Anecdotal evidence suggests that Sport Studies students typically find statistics a difficult subject to learn. Low confidence might partly be due to their varied background in terms of mathematics experience. Students typically steer toward sport related courses out of an interest in sport, rather than a desire to learn statistical skills. The relevance of learning statistics to developing critical thinking skills is not immediately apparent to many sport students. Teaching Sport Studies students statistics tends to represent a serious challenge for lecturers. Self-efficacy is defined as the levels of confidence individuals have in their ability to execute courses of action or attain specific performance outcomes (Bandura, 1977, 1982, 1997). Self-efficacy expectations are proposed to influence initiating behaviour, how much effort will be applied to attain an outcome, and the level of persistence applied to the task in the face of difficulties and setbacks (Bandura, 1997). Research findings show that high self- efficacy is associated with successful performance, although the strength of relationships tends to vary between studies. This finding has been found in the context of sport (Moritz, Feltz, Fahrbach, & Mack, 2000), academia (Multon, Brown, & Lent; 1991; Lane & Lane, 2001; Pajares, 1996), and work (Stajkovic & Luthans, 1998). The aim of the project is to seek information that might lead to improved student learning regarding statistics. The research identifies the competences that students and lecturers perceive are needed for successful performance on a statistics module. Second, the research assesses the relationship between self-efficacy toward achieving these competences and performance on the module.en
dc.format.extent279303 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.relation.urlhttp://www.wlv.ac.uk/celten
dc.subjectSports studiesen
dc.subjectStatisticsen
dc.subjectSelf-efficacyen
dc.subjectPerformanceen
dc.subjectCritical thinkingen
dc.subjectStudents-
dc.subjectUndergraduate students-
dc.titleSelf-efficacy and performance among sport studies students taking statistics.en
dc.typeBook chapteren
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.