Date of Award
Spring 2021
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Transformative Education and Social Change
Committee Chairperson
Dana Morrison Ph.D.
Committee Member
Jason Wozniak Ph.D.
Abstract
Throughout education in the U.S., students are many lessons. Most are designed to help them succeed on a slate of standardized tests that are claimed to measure and predict their ability and future success in the global market. This narrow view of the role of education in society creates an environment passing on many other messages to students. These messages, the hidden curriculum, has a significant impact on students beliefs in their ability to participate and thrive in learning, and so often it goes overlooked. This thesis will attempt to examine the effect of the hidden curriculum on one core aspect of psychology that is essential to engagement and motivation: self-efficacy. It will also propose a program to encourage teachers to recognize the hidden curriculum that is unintentionally taught to their students and brainstorm modes of reengaging those students who have been negatively impacted by that curriculum.
Recommended Citation
Liacouras, Scott, "Restoring Self-Efficacy in Learning: A Critical Examination of the Modern Test-Centric Educational Environment and its Impact on the Psychology of Underachieving Students" (2021). West Chester University Master’s Theses. 190.
https://digitalcommons.wcupa.edu/all_theses/190