Mapping the Meaning of "Help": Tutor Training and the Sense of Self-Efficacy

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dc.creatorAuten, Janet Gebhart
dc.date.accessioned2017-10-27T15:41:15Z
dc.date.available2017-10-27T15:41:15Z
dc.date.issued2010
dc.descriptionA writing-center director explains how the concept of "self-efficacy" helps define successful strategies and objectives for both writing consultants and student writers. “I don’t feel like we accomplished anything.” With a frown of frustration, one of our writing consultants[1] — let’s call her Amy — sank wearily into the chair beside my desk to chat about the session she had just had. “He seemed overwhelmed, and after a while I felt that way too. I tried to get him to talk about his ideas, but he just kept saying he was a bad writer and couldn’t do papers.” I pointed out that after 45 minutes with Amy, the student seemed more positive and left expressing gratitude. But Amy sighed, “I can’t see how I helped him at all.”en_US
dc.description.departmentUniversity Writing Centeren_US
dc.identifierdoi:10.15781/T2M03ZD36
dc.identifier.urihttp://hdl.handle.net/2152/62294
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 8, No 1
dc.rights.restrictionOpenen_US
dc.subjecttutoringen_US
dc.subjectAutenen_US
dc.subjectself-efficacyen_US
dc.subjecttrainingen_US
dc.titleMapping the Meaning of "Help": Tutor Training and the Sense of Self-Efficacyen_US
dc.typeArticleen_US

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