Abstract
This chapter calls on a two-year data collection to assess the impact of the RTTP pedagogy on student engagement and self-concept. Adapting Barry and Finney’s (Meas Eval Couns Dev 42:197–222, 2009) College Self-Efficacy Survey, which measures students’ confidence in their ability to successfully accomplish various tasks facing college students, both social and academic, the authors asked open-ended questions about how the course changed the students and who was responsible for the students’ learning. Comparing students’ experiences across five Reacting-based courses, the authors found significant increase in students’ confidence on multiple measures. This increase was especially strong for women, who reported lower levels of overall confidence than men in pre-tests, but showed no differences in the post-test.
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Schult, C.A., Lidinsky, A., Zwicker, L.F., Dunn, E.E. (2018). Strengthening Students’ Self-Efficacy Through Reacting to the Past. In: Watson, C., Hagood, T. (eds) Playing to Learn with Reacting to the Past. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-61747-3_4
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DOI: https://doi.org/10.1007/978-3-319-61747-3_4
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