Effect of Short-Term Intervention Program on Academic Self-Efficacy in Higher Education


The current study examines the academic self-efficacy of students at risk for attrition in higher education in the north of Israel. The students participated in the STIC (Short-Term Intensive discipline Courses) program also called “learning marathons”, offered in their compulsory subjects in preparation for final exams. The study examined the conditions required for success with academic tasks according to the following variables: academic self-efficacy, emotional intelligence abilities, and coping with stress. The research population included 132 students whose admissions scores ranged between -10% to +10% from the minimum score required by the Departments of Science and of Humanities and Social Sciences. Research instruments included four questionnaires: Academic self-efficacy questionnaire, self-reporting emotional intelligence questionnaire, stress appraisal coping questionnaire, and demographic questionnaire. A correlation matrix was created for the difference between the data before and after participation in STIC. The results indicate that short-term intensive support learning that is carried out in small groups and taught by experienced teachers significantly reduces student attrition rates. Moreover, the courses promoted the development of emotional intelligence, enhanced the sense of academic self-efficacy, and advanced the use of coping strategies among students.

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Walter, O. , Shenaar-Golan, V. and Greenberg, Z. (2015) Effect of Short-Term Intervention Program on Academic Self-Efficacy in Higher Education. Psychology, 6, 1199-1215. doi: 10.4236/psych.2015.610118.

Conflicts of Interest

The authors declare no conflicts of interest.


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