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About this Event
If your students have low confidence in their ability to learn online, why would they try? Students with higher academic self-efficacy are more likely to set higher goals, maintain persistent effort to meet their goals despite challenges, and proactively assess and adapt their strategies for success.
This workshop, led by Dr. Carla Strickland Hughes (Psychology), will highlight empirically-based “small” interventions for online classes that could enhance student academic self-efficacy via incremental mastery, vicarious experiences, and verbal persuasion. As students from groups historically underrepresented on college campuses may be disadvantaged in terms of their academic self-efficacy levels, implications for diverse student bodies will be explored.
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