Graduate Students' Poster Session Experiences: Do Levels of Academic Self-Efficacy and Individual Characteristics Play a Role?
Abstract
This cross-sectional study assesses the effectiveness of poster session presentations as an alternative to traditional presentations in the public administration classroom. It also determined if graduate students' college academic self-efficacy and background characteristics impacted poster performance outcomes. Data were collected over four semesters. Results showed that the poster session provided an interactive, engaging, and relaxed learning environment in which students felt con dent participating. Further, it fostered students' creativity and communication skills. Academic self-efficacy was positively related to poster session achievement/motivation, creativity, challenge, and interaction.
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