Oral communication in Science: Self-efficacy and other factors influencing performance of college science students

Article de colloque


État de publication: publié

Titre des actes: Saltise. Proceedings from the 9th Annual Meeting 2020 COVID-19 Pivot - Teaching transformations: small changes, big impact

Éditeur: Saltise

Intervalle de pages: 10-10

URL: https://www.saltise.ca/wp-content/uploads/2020/08/SALTISE_Proceedings_2020_v7.pdf

Résumé: Oral communication in science (OCS) is an important skill for future scientists to develop in college and university. However, oral presentations are often stressful for students, which leads them to disengage. This lack of motivation can be linked to students’ self-efficacy, because a good predictor of motivation in a task is the self-efficacy one has about his or her capacity at succeeding in this task (Bandura, 1986; Schunk, 1991). Other personal factors can influence performance in a task such as oral presentation, including anxiety or enjoyment, or the perceived relevance students place on oral communication (Aalderen-Smeets et al., 2012). In this research project, we studied OCS in the CEGEP Science program. This form of communication is part of the learning objectives in the program albeit it is seldom taught or assessed in science class (Dumais, 2017).