Learning is maximized through a trusting relationship where the student believes he/she has the competence to master the material (i.e., self-efficacy) and that effort, rather than innate ability, is necessary for success (Bandura, 1997; Dewey, 1968; Dweck, 2007; Noddings, 2003). The purpose of this proposal is to build upon our recent findings (Benight, Clinton, & Taylor, under review) that demonstrated the importance of the student/teacher relationship in transformative learning. Based on the learning theory by Illeris (2009) that describes learning as an external interaction between student and teacher within a cultural, social, and material context combined with an internal psychological process this study demonstrated a connection between the strength of trust in the relationship with self-efficacy perceptions, motivation, and depth of learning. Evidence in our sample of senior undergraduates who were enrolled in a senior seminar in trauma psychology showed how self-efficacy perceptions, motivation, and trust fluctuated in tandem across the semester. The same pattern was observed for transformative learning as determined by two independent raters. A key component to fostering these three vital components (efficacy, motivation, and trust) is the opportunity for the faculty member to promote these through communication exchanges with the student. Personal reflection prompted by the faculty may enhance these effects. The purpose of this project will be to evaluate the importance of self-reflection in promoting transformative learning through the learning triad (self-efficacy, motivation, and trust). As with the previous study, I will utilize qualitative methodology to generate rich learning process information and summative interview data to answer the following research questions:
原文链接
分享
引用
