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Can a Self-Efficacy-Based Intervention Decrease Burnout, Increase Engagement, and Enhance Performance? A Quasi-Experimental Study
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Breso, Edgar; Schaufeli, Wilmar; Salanova, Marisa – Higher Education: The International Journal of Higher Education and Educational Planning, 2011
Using the Social Cognitive Theory as a theoretical framework, this study evaluated a 4-month, individual cognitive-behavioral intervention program to decrease burnout and increase self-efficacy, engagement, and performance among university students. The main objective of the intervention was to decrease the anxiety the students coped with before…
Descriptors: College Students, Burnout, Self Efficacy, Learner Engagement
Bringing Service-Learning to Scale in an Undergraduate Reading Foundations Course: A Quasi-Experimental Study
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Wilkinson, I. A. G.; Doepker, G. M.; Morbitt, D. – Journal on Excellence in College Teaching, 2012
This study documents the effects of service-learning as it was introduced and brought to scale in an introductory undergraduate course in Reading Foundations for students seeking to become early and middle childhood education teachers. Participants included multiple cohorts of students in multiple instantiations of the course taught with and…
Descriptors: Service Learning, Introductory Courses, Education Courses, Preservice Teachers