Scaffolding Success: The Role of Course Syllabi in Enhancing Self-Efficacy and Engagement

Course syllabi are traditionally viewed as administrative documents outlining course objectives, policies, schedules, and grading criteria. However, recent research indicates that syllabi can serve as critical scaffolding tools that support student self-efficacy and engagement in higher education. Guided by Bandura’s (1997) Social Cognitive Theory found in Self-efficacy: The Exercise of Control, this qualitative study examined undergraduate students’ perceptions of a standard