Introducing co-creation and generative coaching into learning environments: the effects on students’ self-regulation skills, self-efficacy and academic efficacy

In this action research study, we investigate the impact of co-creation and generative coaching on students’ self-regulation, self-efficacy and academic efficacy in the context of three course units in higher mathematics education at university. Using questionnaire data, we measure (1) to what extent students perceive a difference between the learning environments of the three experimental courses - with co-creation and generative coaching - and those of the three control courses - without co-creation and generative coaching - and (2) to what extent there is a difference in self-regulation, self-efficacy and academic efficacy in the experimental learning environments vs. in the control learning environments. Descriptive statistics and paired t-tests show statistically and practically significant impacts of co-creation and generative coaching on self-regulation skills, self-efficacy and academic efficacy. The results suggest that in order to boost students’ learning, it might be worthwhile to invest in co-creation and generative coaching in learning environments.