University of Twente Student Theses
The Influence of Concept-Maps and Reflection Prompts on Master Students’ Self-Efficacy in Managing Uncertainty during Collaborative Problem-Solving
Ries, Jenny (2024) The Influence of Concept-Maps and Reflection Prompts on Master Students’ Self-Efficacy in Managing Uncertainty during Collaborative Problem-Solving.
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| Abstract: | Objective: This research explored how concept-maps and reflection prompts influence master students’ self-efficacy in managing uncertainty during collaborative problem-solving. The study was conducted in a master course on creating online learning environments. Different student demographics, including the whole class, the student teams, gender, and age, were examined to explore whether the scaffolds had different effects on different student groups. Method: The mixed-methods research involved 23 students who worked in groups of four. The quantitative data was gathered using two survey instruments, namely the General Self-Efficacy (GSE) and the Positive and Negative Affect Schedule (PANAS). In order to document changes in students’ self-efficacy levels and emotional states over nine weeks, the GSE survey was completed three times and the PANAS survey twice. Qualitative data was collected through observations and audio recordings of group discussions in the classroom, as well as open-ended surveys. This combination of methods provided a view on changes in self-efficacy, emotional states, uncertainty management strategies, and group dynamics. Results: The study showed a significant increase in self-efficacy for all measured groups. Concept-maps and reflection prompts seemed to support students’ uncertainty management by initiating discussions and visually breaking down uncertainties. The increase in self-efficacy was mirrored by positive changes in emotional states. Moreover, positive group dynamics were essential when it came to how students positioned themselves in the group, ultimately impacting their self-efficacy in managing uncertainty. Conclusion: The study highlights that scaffolding uncertainty management and fostering positive group dynamics can support students’ self-efficacy. Therefore, teachers should use concept-maps and reflection prompts to improve students’ learning experiences. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/104182 |
| Export this item as: | BibTeX EndNote HTML Citation Reference Manager |
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