Abstract
Objectives This study examined the effects of taking a course designed for students who have repeatedly been on academic probation on their self-directed learning abilities, self-concept, academic self-efficacy, and academic achievement. Methods 27 students of a 4-year university in Korea, who were enrolled in the course due to repeated academic probation, were assessed before and after taking the course on their self-directed learning abilities, self-concept, and academic self-efficacy. The pre- and post-test results were analyzed using paired samples t-tests in SPSS 28.0 to determine if the mean differences between the pre- and post-tests were statistically significant. For academic achievement, the grade point averages (GPAs) from the semester before and after taking the course were compared using a paired samples t-test. Results The study found that for self-directed learning abilities, the overall mean and that of the sub-factor of learning assessment showed statistically significant improvement. In terms of self-concept, significant increases were observed in the overall mean and those of the sub-factors of self-esteem and self-confidence and emotional self-concept when comparing pre- and post-test results. The overall academic self-efficacy showed no significant change, but among the sub-factors of academic self-efficacy self-regulation efficacy significantly increased. The participating students’ academic achievements after taking the course in question showed a statistically significant improvement. Conclusions The results of this study confirm that the course designed to provide study support for students who have been on repeated academic probation positively influenced the students’ self-directed learning abilities, self-concept, academic achievement, and a partial aspect of academic self-efficacy. The study offers implications for how universities should actively consider implementing tailored study support courses for students who experience academic difficulties.
Published Version
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