This study investigated the role of Graduate Student Instructors (GSIs) in higher education and focused on their self-efficacy, pedagogical training, and performance. Given the expanding employment of GSIs and the influence of their teaching efficacy on undergraduate education, this research examined the effectiveness of a structured professional development program designed to enhance GSIs’ teaching capabilities. Quantitative and qualitative methods were employed to assess GSIs’ self-efficacy through surveys, exit slips, and student evaluations to gauge the educational impact. The findings indicated a notable and significant increase in GSIs’ self-efficacy post-intervention, with positive feedback on teaching practices from undergraduate students. The findings underscore the importance of professional development programs in preparing GSIs for effective teaching roles, thereby improving the quality of higher education instruction and supporting the academic success of undergraduate students.
Tag: self-efficacy
Empowering Undergraduate College Students through Behavior Modification: Perceptions, Self-Esteem, and Self-Efficacy in Promoting Positive Health Behavior Changes
This study examines the influence of behavior modification interventions on the self-efficacy and self-esteem of undergraduate college students during their transition to higher education. Participants engage in a behavior modification assignment, and their experiences are assessed through pre- and post-surveys and reflective inquiry responses. Through a mixed-methods approach, the research sheds light on how behavior modification strategies empower students to adopt physical and mental health habits, with the potential to enhance their psychological well-being and academic success. This study contributes to a deeper understanding of effective interventions to promote undergraduate well-being within educational contexts.