LAUSR

This paper investigates the long-term outcomes of a general education course on digital technologies. Through conducting cross-sectional and longitudinal interviews with students, the authors found that non-engineering students who took this course had notable noncognitive, long-term outcomes. A primary focus of the work reported in this paper was the long-term outcome of self-efficacy. The authors also investigated the sources of self-efficacy for the students in the course. The primary sources of self-efficacy in the course were verbal persuasion and mastery experience. Faculty and teaching assistants were key sources for verbal persuasion. Some students exhibited a “success paradox”: They felt successful in the course even though they failed to meet their initial expectations. The authors also found that a mastery experience, such as working on a final project, can still feel successful when it is mediated by verbal persuasion. This paper can guide faculty in designing or adapting courses to promote student self-efficacy.