Presentation Type
Poster Presentation
Abstract
Educational research has indicated that Syllabus documents have the potential to communicate equitable policies and clear the path for positive educational experiences (Artze-Vega et al., 2023). Changes to syllabus language, such as warm tones, increase the likelihood that students will ask the professor for help (Gurung & Galardi, 2022). Our proposal is to compare the use of language targeted toward these learner-centered principles within a syllabus document, as compared to traditional cold “content-focused” language, to assess outcomes of perceived student self-efficacy. After viewing two syllabi documents, participants complete portions of The Academic Self-Efficacy Scale (Chen, Hsiao, Chern & Chen, 2014) and the Flipped Learning Readiness Scale (Hao, 2016). The study is focused on whether students viewing a syllabus document where communication utilizes a more warm language style will respond with higher self-efficacy than those viewing a document containing cold “content-focused” language.
Faculty Mentor
Dr. Jaclyn Spivey
Recommended Citation
Calderon-Hernandez, Natalia and Avila, Alan, "Syllabus Tone and Student Self-Efficacy" (2025). Student Scholar Symposium. 136.
https://digitalcollections.lipscomb.edu/student_scholars_symposium/2025/Full_schedule/136
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, School Psychology Commons
Syllabus Tone and Student Self-Efficacy
Educational research has indicated that Syllabus documents have the potential to communicate equitable policies and clear the path for positive educational experiences (Artze-Vega et al., 2023). Changes to syllabus language, such as warm tones, increase the likelihood that students will ask the professor for help (Gurung & Galardi, 2022). Our proposal is to compare the use of language targeted toward these learner-centered principles within a syllabus document, as compared to traditional cold “content-focused” language, to assess outcomes of perceived student self-efficacy. After viewing two syllabi documents, participants complete portions of The Academic Self-Efficacy Scale (Chen, Hsiao, Chern & Chen, 2014) and the Flipped Learning Readiness Scale (Hao, 2016). The study is focused on whether students viewing a syllabus document where communication utilizes a more warm language style will respond with higher self-efficacy than those viewing a document containing cold “content-focused” language.
Comments
Redcap survey: https://vwredcap.lipscomb.edu/surveys/?s=7K8F9FN3PPYCY97L