HomeAnnotated BibliographiesCapstone Experiences Problem-Based Learning and Self-Efficacy: How a Capstone Course Prepares Students for a Profession Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Capstone Experiences Conditions for Meaningful Learning Global Learning Internships Learning Communities Mentoring Service-Learning Student-Faculty Partnership Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Dunlap, Joanna C. 2005. "Problem-Based Learning and Self-Efficacy: How a Capstone Course Prepares Students for a Profession." Educational Technology Research and Development 53 (1): 65-83. https://doi.org/10.1007/bf02504858.About this Journal Article:Dunlap employed a mixed methods approach to study the self-efficacy of 31 students in a required undergraduate capstone course. She analyzed guided journal submissions and triangulated those responses with student responses to a survey tool called the General Perceived Self-Efficacy Scale, a 10-item scale that “assesses optimistic self-beliefs to cope with a variety of difficult demands in life” (73). Her findings—that students’ participation in a problem-based learning environment impacts students’ sense of capability, especially looking forward to career prospects and their sense of professional identity—offer data to support why capstones serve as a powerful facilitator of transition for students. While her findings are most specific to problem-based learning, a related high impact practice, their basis in a capstone context may help support the development of positively impactful capstone experiences.