Glen Croy1, Loretta Garvey2, Georgina Willetts3, Jamie Wheelahan4, Kerry Hood5. 1. Department of Management, Monash Business School, Monash University, Melbourne, Australia. Electronic address: glen.croy@monash.edu. 2. Department of Health Professions, Swinburne University of Technology, Melbourne, Australia. Electronic address: lgarvey@swin.edu.au. 3. Department of Health Professions, Swinburne University of Technology, Melbourne, Australia. Electronic address: gwilletts@swin.edu.au. 4. Community and Health Science, Holmesglen Institute, Melbourne, Australia. Electronic address: jamie.wheelahan@holmesglen.edu.au. 5. Community and Health Science, Holmesglen Institute, Melbourne, Australia. Electronic address: kerry.hood@holmesglen.edu.au.
Abstract
BACKGROUND: Self-efficacy is crucial for student success. Studies have demonstrated a positive relationship between flipped learning approach and self-efficacy. Anxiety, however, can reduce self-efficacy. OBJECTIVE: Testing the relationship between the flipped approach and self-efficacy by flipping a nursing module within an externally-imposed and once-off anxiety-inducing context. METHOD: Students completed a self-efficacy survey before (n = 71) and after (n = 91) a compressed semester, which provided the anxiety-inducing context. RESULTS: Pre-semester self-efficacy was 2.93/4, and post-semester was 2.98/4. The results demonstrated no significant change in students' self-efficacy. CONCLUSION: We argue the flipped approach counters anxiety-inducing effects to maintain self-efficacy. In less anxiety-inducing contexts, we argue the flipped approach would develop students' confidence, capability, persistence and strength beliefs, collectively enhancing self-efficacy perceptions.
BACKGROUND: Self-efficacy is crucial for student success. Studies have demonstrated a positive relationship between flipped learning approach and self-efficacy. Anxiety, however, can reduce self-efficacy. OBJECTIVE: Testing the relationship between the flipped approach and self-efficacy by flipping a nursing module within an externally-imposed and once-off anxiety-inducing context. METHOD: Students completed a self-efficacy survey before (n = 71) and after (n = 91) a compressed semester, which provided the anxiety-inducing context. RESULTS: Pre-semester self-efficacy was 2.93/4, and post-semester was 2.98/4. The results demonstrated no significant change in students' self-efficacy. CONCLUSION: We argue the flipped approach counters anxiety-inducing effects to maintain self-efficacy. In less anxiety-inducing contexts, we argue the flipped approach would develop students' confidence, capability, persistence and strength beliefs, collectively enhancing self-efficacy perceptions.