The paper will focus on a relation between students’ perceived control and participation in class discussion. The Psychological Empowerment theoretical framework (Zimmerman, 1995) was used to structure the study with the assumption that perceived control could explain students’ participation in class discussion. The research method used was a survey. The research participants (N=191) were undergraduate students enrolled in a general requirement, personal health issues course, at a public university in the United States. The results showed the difference in the level of participation in class discussion was related to perceived control, with Pearson correlation, r = 0.32, p < 0. 05. Therefore, it was concluded that there is a statistically significant relation between students’ perceived control and participation in class discussion in personal health issues college classes.
|Keywords:||Participation in Class Discussion, Perceived Control, Psychological Empowerment, Undergraduate Personal Health Issues Class|
Assistant Professor of Health Studies, The Marjorie K. Unterberg School of Nursing and Health Studies, Monmouth University, West Long Branch, New Jersey, USA
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