| Title |
A Study on the Relationship between Self-Efficacy, Personal Variables and Academic Achievement in Design Studios of Professional Architectural Degree Program Students |
| Keywords |
Architectural Education ; Architectural Design Studio Education ; Self-Efficacy ; Professional Architectural Degree Program ; Accreditation |
| Abstract |
The undergraduate architecture programs have shifted to 5-year professional degree program since 2002, and still require variety of assistance for running of vastly increased design studio classes. To provide objective grounds for suggesting effective teaching methodology for studios, this study examined a relationship between students' self-efficacy and academic achievement of design studios. The Study also examined relationships between students' personal variables such as degree of design competition participation, extra curricular group activity for design, desired future careers and students' achievements for design. It is known that a success for design studio relies on interaction between student and the instructor. Also, it is easy to assume that students' self-efficacy can be strengthen by the instructors. Since the theory of self-efficacy is known to be crucial for student's achievements in general, this study examined it to confirm with the architecture students. The study revealed statistically significant relationship between students' self-efficacy and their academic achievement of design studios. Also, the study showed that students with more participation at design competition get better achievement in studio. The students with career goal to work in design firms also showed better results in studio. Therefore, the study suggests that it is important to further encourage students to improve self-efficacy during design studio classes. Also, encouraging students to pursue a profession in design firms and sponsoring participation for competitions will also assist achievement in design studios. |