Teaching practices supporting self-efficacy to succeed in one’s studies: A snapshot at the college level as perceived by students
Students’ self-efficacy to succeed in their studies may improve students’ mental health and academic success (Bandura, 2003). However, documentation of teaching practices that are likely to develop self-efficacy to succeed in one’s studies at the college level is scarce. This article presents a portrait of such teaching practices, based on responses to a survey administered to CEGEP students (n = 353). Descriptive and comparative statistical analyses indicate a variable presence of these practices in the classroom environment. Older students and those enrolled in technical programs perceive them more strongly. Results are discussed in relation to sources of self-efficacy and sociodemographic factors.