How can facilitators of adult college learners enhance academic self-efficacy in their students? Academic self-efficacy refers to confidence in one’s ability to carry out academic-related tasks and has been the focus of attention by researchers over the past three decades. This session will report the findings of a qualitative study on the academic self-efficacy development of adult learners and suggest strategies of engagement that are likely to enhance efficacy in adult learners that differ from their traditional-aged peers.

1. Adult Learners with Confidence:
Engagement for Academic Self-efficacy
Dr. Randy Blank
University of
Northwestern Ohio
Dr. Lynn Lease
Ohio Christian University
______________________
Miami University
Armstrong Student Center
Oxford, Ohio
November 21-23, 2019

2. Academic Self-Efficacy and Importance of this Topic
Techniques and Strategies (Approaches)
Implementation Discussion
Self-Efficacy
What’s in store for us today?

3. Qualitative Study Overview
Data Collected
via Interviews
25 Adult
Learners
22+ Years of
Age
3 Private
Higher Ed
Institutions
Associate –
Bachelor
Seeking
Full-time
students
Financially
Responsible
for Self/Others
Moderate
Self-Efficacy
Score
Grounded
Theory

4. Research Question
How do adult learners describe
the process of developing academic self-efficacy?
Sample Interview Questions
1. Tell me about some of the setbacks you have faced as a student.
2. Describe a time (or times) in your life that has been particularly
critical in the development of your confidence as a student.
3. Tell me a memorable story that would help me understand how you
developed the confidence you currently have as a student.

5. The Participants’ Stories
Jill
Cindi
Tyler
Jena

6. What’s your story?
Undergraduate Degree Age
Graduate Degree Age
Sources of Confidence

7. Concepts and Sources of Self-Efficacy
Mastery
Experiences
Vicarious
Influences
Verbal
Persuasion
Emotional and
Physiological
Influences
Adult Learner
Characteristics
and Contexts
Because adult learners come to higher education under different contexts and with different
characteristics than their younger classmates, these sources are experienced and processed
differently, mediating their relative impact on academic self-efficacy (ASE) development.

8. Self-Efficacy & Academic Self-Efficacy
Academic
Self-Efficacy (ASE)
A domain of self-efficacy
Techniques
and Strategies
Adult Learner
Characteristics
and Context

9. Characteristics of Adult Learners
Core People Self-Identity Cooperation
and Contact

10. Characteristic #1: Core People
REFLECTION
Can you identify an important
person who was influential in
developing your confidence
as a student while you were
in school? Who and Why?
MENTORS
THOSE WHO HAVE
GONE BEFORE

11. Core People: Jill’s Story
MENTORS – THEMES EMERGED
• Emotional Support
• Role Model
• Challenge
• Opportunities for Growth
• Source of Advice
• Safe to Ask Questions
• Value Opinions

12. Core People – What can we do?
Make yourself available.
Foster community.
Be attentive.
Be a professional resource.
Be understanding.
MENTORS

13. Core People: Cindi’s Story
THOSE WHO HAVE GONE
BEFORE – THEMES EMERGED
• Faculty – YOU!
• Advisors
• Administrators
• Co-workers/Professionals

14. Core People – What can we do?
THOSE WHO HAVE GONE
BEFORE

15. Core People – What can we do?
Show vulnerability.
Acknowledge imperfections.
Share your stories.
Invite other students to share
their stories.
THOSE WHO HAVE GONE
BEFORE

16. Characteristic #2: Self-Identity
REFLECTION
If you were an adult student
at some point, do you
remember that initial return
to school? Thoughts?
Feelings?
REINVENTION

17. Self-Identity: Tyler’s Story
REINVENTION – THEMES EMERGED
• Becoming a student
• Becoming a learner
• Past experiences
• Starting over
• New understanding of learning
• New understanding of one’s skills
• New perspectives/purpose
• Using schema to draw comparisons

18. Self-Identity–
What can we do?
Encourage trial and error.
Encourage outside-the-box
thinking.
Compliment their efforts, skills,
and life experiences.
REINVENTION

19. Characteristic #3: Cooperation and Contact
REFLECTION
Can you recall any significant
interactions with faculty
outside the scope of a course
that helped you build self-
confidence as a learner?
PERCEIVED FACULTY
RELATIONSHIPS

20. Cooperation and Contact: Jena’s Story
PERCEIVED FACULTY RELATIONSHIPS –
THEMES EMERGED
• Beyond academics
• Willingness to help
• Interested in student success
• Understands student struggles
• Faculty disclosure
• Mutual Respect

21. Cooperation and Contact – What can we do?
• Pay attention to who your students are.
• Invite them to connect outside of the
courseroom/classroom.
• Ask about their goals.
• Ask IF you can help BEFORE they ask!
• Share your story.
• Ask their opinion and allow for
personalization.
PERCEIVED FACULTY
RELATIONSHIPS

22. 1. A new insight regarding adult
students and their self-
efficacy.
2. A new strategy you would like
to use to engage students for
building their self-efficacy.
3. And HOW will you implement?
Implementation Discussion 1. Make yourself available.
2. Foster community.
3. Be attentive.
4. Be a professional resource.
5. Be understanding.
6. Show vulnerability.
7. Acknowledge imperfections.
8. Share your stories.
9. Invite other students to share their stories.
10. Encourage trial and error.
11. Encourage outside-the-box thinking.
12. Compliment their efforts, skills, and life experiences.
13. Pay attention to who your students are.
14. Invite them to connect outside of the courseroom.
15. Ask about their goals.
16. Ask IF you can help BEFORE they ask!
17. Ask their opinion and allow for personalization.