Modelling success: enhancing international postgraduate research students' self-efficacy for research seminar presentations

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dc.contributor.authorAdams, K.
dc.date.issued2004
dc.description.abstractMost postgraduate research students face the task of presenting an oral seminar on their proposed research early in their candidature. Those of us who work with international postgraduate research students know that they can find this task daunting, and the literature both in Australia and abroad confirms that these students often lack confidence in this task. This paper presents findings of a small case study which compared the influence of observing a seminar performance of a peer to that of a senior academic on the confidence, or self-efficacy, for seminar presentations of participants in a bridging program for international postgraduate research students at an Australian university. Participants responded to a 19-item questionnaire which measured self-efficacy for four areas of seminar presentation: speech, display, content, and presenter presence. The results indicated that the use of a peer model performance was the more effective pedagogical method for enhancing student confidence in this context.
dc.description.statementofresponsibilityKaren Adamsa
dc.identifier.citationHigher Education Research and Development, 2004; 23(2):115-129
dc.identifier.doi10.1080/0729436042000206618
dc.identifier.issn0729-4360
dc.identifier.issn1469-8366
dc.identifier.urihttp://hdl.handle.net/2440/17745
dc.language.isoen
dc.publisherCarfax Publishing Ltd
dc.source.urihttps://doi.org/10.1080/0729436042000206618
dc.titleModelling success: enhancing international postgraduate research students' self-efficacy for research seminar presentations
dc.typeJournal article
pubs.publication-statusPublished

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