2.50
Hdl Handle:
http://hdl.handle.net/2436/7613
Title:
Self-efficacy and Dissertation Performance Among Sport Students
Authors:
Lane, Andrew M.; Devonport, Tracey J.; Milton, Karen E.; Williams, Laura C.
Other Titles:
Students
Abstract:
The present study investigated relationships between self-efficacy and dissertation performance among a sample of undergraduate sports studies students. Sixty Level 3 student volunteers completed an open-ended questionnaire to assess competencies needed for dissertation success. Qualitative results identified that self-efficacy was conceptualised in six themes: 1) maintaining motivation, 2) planning, 3) obtaining support, 4) understanding theory, 5) organising time, and 6) effectively writing the dissertation. These themes were developed into a 30-item questionnaire using the same approach as Lane, Hall and Lane (2002). Participants completed the self-efficacy inventory six weeks before the dissertation submission date. Results indicated that self-efficacy toward obtaining support (r = .30, p < .05), understanding theory (r = .35, p < .05), and writing skills (r = .30, p < .05) were associated with good grades. The sum of self-efficacy factors significantly correlated with performance (r = .27, p < .05). Discriminant function analysis results indicated that 80 per cent of failing students could be correctly classified from self-efficacy scores. Findings lend support to previous research that shows self-efficacy can significantly predict academic performance. We suggest that interventions designed to enhance motivation towards studying for undergraduate dissertation should focus on enhancing self-efficacy.
Citation:
Journal of Hospitality, Leisure, Sports and Tourism Education, 2(2): 59-66
Publisher:
Hospitality, Leisure, Sport & Tourism Network, Oxford Brookes University
Issue Date:
2003
URI:
http://hdl.handle.net/2436/7613
Additional Links:
http://business.heacademy.ac.uk/assets/hlst/documents/johlste/vol2no2/0046.pdf
Submitted date:
2007-01-11
Type:
Article
Language:
en
Description:
The rights to this article are held by the Journal of Hospitality, Leisure, Sports and Tourism Education, an Open Access e-journal. The full text can be accessed at the link given above.
ISSN:
1473-8376
Appears in Collections:
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.authorDevonport, Tracey J.-
dc.contributor.authorMilton, Karen E.-
dc.contributor.authorWilliams, Laura C.-
dc.date.accessioned2007-01-18T12:04:47Z-
dc.date.available2007-01-18T12:04:47Z-
dc.date.issued2003-
dc.date.submitted2007-01-11-
dc.identifier.citationJournal of Hospitality, Leisure, Sports and Tourism Education, 2(2): 59-66en
dc.identifier.issn1473-8376-
dc.identifier.urihttp://hdl.handle.net/2436/7613-
dc.descriptionThe rights to this article are held by the Journal of Hospitality, Leisure, Sports and Tourism Education, an Open Access e-journal. The full text can be accessed at the link given above.-
dc.description.abstractThe present study investigated relationships between self-efficacy and dissertation performance among a sample of undergraduate sports studies students. Sixty Level 3 student volunteers completed an open-ended questionnaire to assess competencies needed for dissertation success. Qualitative results identified that self-efficacy was conceptualised in six themes: 1) maintaining motivation, 2) planning, 3) obtaining support, 4) understanding theory, 5) organising time, and 6) effectively writing the dissertation. These themes were developed into a 30-item questionnaire using the same approach as Lane, Hall and Lane (2002). Participants completed the self-efficacy inventory six weeks before the dissertation submission date. Results indicated that self-efficacy toward obtaining support (r = .30, p < .05), understanding theory (r = .35, p < .05), and writing skills (r = .30, p < .05) were associated with good grades. The sum of self-efficacy factors significantly correlated with performance (r = .27, p < .05). Discriminant function analysis results indicated that 80 per cent of failing students could be correctly classified from self-efficacy scores. Findings lend support to previous research that shows self-efficacy can significantly predict academic performance. We suggest that interventions designed to enhance motivation towards studying for undergraduate dissertation should focus on enhancing self-efficacy.en
dc.format.extent257349 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherHospitality, Leisure, Sport & Tourism Network, Oxford Brookes Universityen
dc.relation.urlhttp://business.heacademy.ac.uk/assets/hlst/documents/johlste/vol2no2/0046.pdfen
dc.subjectSelf-efficacyen
dc.subjectDissertation performanceen
dc.subjectUndergraduate studentsen
dc.subjectSports studiesen
dc.titleSelf-efficacy and Dissertation Performance Among Sport Studentsen
dc.title.alternativeStudents-
dc.typeArticleen
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