Abstract
Although many educators help others to develop oral presentation skills, little research is available to direct the instructional design activities of these educators. In the present article an explorative study on university freshman is described, in which goal-setting, self-reflection, and several characteristics of the subjects during oral presentations were analysed. The research results emphasize the critical impact of motivational constructs, such as self-efficacy and goal orientation, next to the topic of the oral presentation on the acquisition of oral presentation skills.
Résumé
Bien que beaucoup d’éducateurs aident d’autres pour développer des qualifications orales de présentation, peu de recherche est disponible pour diriger les activités de conception d’instruction de ces éducateurs. Dans l’article une étude exploratoire des étudiants de première année d’université est décrite, dans laquelle ‘goal-setting’. ‘self-reflection’, et plusieurs caractéristiques des participants ont été analysés. Les résultats de la recherche soulignent l’impact critique des constructions de motivation, telles que ‘self-efficacy’ et ‘goal orientation’ en plus de la matière de la présentation orale.
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De Grez, L., Valcke, M. & Roozen, I. The impact of goal orientation, self-reflection and personal characteristics on the acquisition of oral presentation skills. Eur J Psychol Educ 24, 293–306 (2009). https://doi.org/10.1007/BF03174762
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DOI: https://doi.org/10.1007/BF03174762