The purpose of this study is to examine the connection between self-efficacy, reflective writing, and graphic quality inside a first-year Landscape Architecture design studio. Reflective writing and self-efficacy can be studied to better understand how to motivate students within a design studio. Bandura (1977) defines self-efficacy as the belief in one’s own capabilities relating to motivation, behavior, and environment. Reflective writing is overlooked as a mode of advancing knowledge in the design process (Lousberg, 2019). The data were collected with pre- and post-semester Likert scale questionnaires, graphic skill-building tests, and reflective writing. To determine growth, the pre-and post-Likert-type questionnaires and graphic skill boxes were analyzed using STATAMP, which is a statistical analysis software. Prominent Writing Feature Analysis was used to identify writing features for each individual response. The findings are a quantitative and qualitative assessment suggesting an increase in self-efficacy relating to graphic skills and landscape architecture lexicon.
| Identifer | oai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-6890 |
| Date | 08 August 2023 |
| Creators | Nobles, Rachel Michelle |
| Publisher | Scholars Junction |
| Source Sets | Mississippi State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
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