Welcome to the InfoSci Platform
Exploring Self-Efficacy Beliefs as Entry Behaviors for Participation in an Online Peer Tutoring Learning Environment

Exploring Self-Efficacy Beliefs as Entry Behaviors for Participation in an Online Peer Tutoring Learning Environment

Iván Tirado-Cordero, Kathleen M. Hargiss, Caroline Howard
Copyright: © 2014 |Volume: 5 |Issue: 1 |Pages: 29
ISSN: 1947-3095|EISSN: 1947-3109|EISBN13: 9781466656673|DOI: 10.4018/ijsita.2014010105
Cite Article Cite Article

MLA

Tirado-Cordero, Iván, et al. "Exploring Self-Efficacy Beliefs as Entry Behaviors for Participation in an Online Peer Tutoring Learning Environment." IJSITA vol.5, no.1 2014: pp.54-82. http://doi.org/10.4018/ijsita.2014010105

APA

Tirado-Cordero, I., Hargiss, K. M., & Howard, C. (2014). Exploring Self-Efficacy Beliefs as Entry Behaviors for Participation in an Online Peer Tutoring Learning Environment. International Journal of Strategic Information Technology and Applications (IJSITA), 5(1), 54-82. http://doi.org/10.4018/ijsita.2014010105

Chicago

Tirado-Cordero, Iván, Kathleen M. Hargiss, and Caroline Howard. "Exploring Self-Efficacy Beliefs as Entry Behaviors for Participation in an Online Peer Tutoring Learning Environment," International Journal of Strategic Information Technology and Applications (IJSITA) 5, no.1: 54-82. http://doi.org/10.4018/ijsita.2014010105

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

Social cognitive theory is founded on the belief that learning is shared socially. Triadic reciprocal determinism explains the interrelationship and interaction between environmental cues, behavior, and biological determinants to shape and alter the perception of the self and how individuals assume agentic perspectives in social interactions to approach challenges and pursue goals. Knowing how learners perceived their likelihood to achieve success also provides for a better understanding of the constraints and opportunities of a proposed learning solution. The purpose of this study was to explore the self-efficacy beliefs of adolescents as part of the analysis of the learners in the instructional design system (ISD) model in terms of entry behaviors for the design of a peer tutoring learning environment. The General Self-Efficacy Scale (GSE) was used to interview participants, using the questions as open-ended questions. Observations of the social interactions between participants were collected during focus groups to discuss their responses to the GSE scale. The results of this study suggested that individuals with high self-efficacy not only assume a direct personal agentic perspective when acting alone but that they also assume and motivate others to engage in a collective agentic perspective. Individuals with low self-efficacy assume proxy or surrogate agentic perspectives in social interactions and require prompting to engage and participate. High self-efficacy indicates effective collaboration through the collective agency, which affects success positively in a peer tutoring learning environment. Low self-efficacy affects negatively success in peer tutoring, because individuals with low self-efficacy assume a proxy or surrogate agentic perspective detaching themselves from the interactions. However, individuals with low self-efficacy, through prompting and motivation from peers with high self-efficacy can improve their interactions and as goals are reached, improve self-efficacy.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.