Promoting Self-Efficacy in the Classroom

Jill Koch Buena Vista University GEDU 512 Dr. Michael Gontarz August 11, 2013

Self-efficacy is a belief in ones capabilities to successfully achieve a goal.

(Bandura, 1986)

Self-efficacy is one of the most powerful motivational predictors of how well a student will perform at almost any task

Student with high self-efficacy

recover quickly from setbacks are likely to achieve their personal goals

Student with low self-efficacy

believe they cannot be successful, making them less likely to put forth effort may consider challenging tasks as threats that are to be avoided

have low aspirations which may result in disappointing academic performances

(Neihardt & NAGC, 2002)

Self-efficacy influences

Which activities students select

How much effort students put forth How persistent students are when they confront difficult obstacles and failure The level of difficulty in the goals students set

Self-efficacy determines effort, persistence, and strategy in the accomplishment of tasks

Sources of self-efficacy
Past performance/mastery experiences

Successful experiences boost self-efficacy, while failures erode it. Nothing breeds success like success

Convinces students they have what it takes to achieve success

Requires restructuring situations to avoid the experience of repeated failure Is the strongest and most effective source high achieving students may believe they lack high ability or skillfulness if they must work hard at something

Sources of self-efficacy
Role modeling (Vicarious experiences)

By observing others like themselves model a task or visualizing the steps, students develop a sense of success. The more students relate to the model being observed, the more likely the model's performance will have an impact on them. self-efficacy based on observing others succeed will diminish rapidly if observers subsequently have unsuccessful experiences of their own
(Bandura, 1977; Siegle, 2000)

Sources of self-efficacy
Verbal/social persuasion

Providing positive statements, You can do this can increase students confidence to do a task Students experience higher self-efficacy when statements are believable and are delivered by someone they believe is trustworthy
Video link >

"I can

Sources of self-efficacy
Physiological cues/emotional state

Signs of anxiety may may be interpreted as not being capable of succeeding at a particular task

Positive mood enhances self-efficacy. Depressed mood enhances it

Physiological cues are the weakest influence of the four sources

Teaching strategies used in the classroom can and do make a difference to students' self-efficacy
(Fencl and Scheel, 2005)

Do

Help students set specific, challenging, and achievable goals Give students opportunities to graph and reflect on their progress through journals, calendars or time capsules Give frequent, focused feedback Ask open-ended questions that allow for a variety of answers

Help students understand that effort plays a significant role in achievement

(Schunk & Hanson, 1985; Siegle, 2000)

Dont

Give students praise for mediocre performance Offer unsolicited advice or help Criticize students or dwell on their faults Use verbal persuasion when a students experiences are not efficacy-affirming Display charts showing students individual progress

(Graham & Barker, 1990; Siegle, 2000; Zimmerman & Martinez-Pons, 1990)

What we say and how we say it does make a difference!

Build skill recognition into the lesson

Review skills mastered from the previous lesson. Look how much we have learned

Post and briefly discuss new skills student will be learning. Have students record what they wish to accomplish Check off skills as they are covered in the lesson
Review the skills that were achieved
(Siegle, 2000)

If I have the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have it at the beginning" - Mahatma Gandhi

References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hal Fencl, H., & Scheel, K. (2005, September). Engaging Students: An Examination of the Effects of Teaching Strategies on Self-Efficacy and Course Climate in a Nonmajors Physics Course. Journal of College Science Teaching, 35, 1, 20. Margolis, H., & McCabe, P. P. (March 01, 2006). Improving Self-Efficacy and Motivation: What to Do, What to Say. Intervention in School and Clinic, 41, 4, 218-227. Neihart, M., & National Association for Gifted Children (U.S.). (2002). The social and emotional development of gifted children: What do we know?. Waco, Tex: Prufrock Press. Schunk, D. H., & Hanson, A. R. (1985). Peer models: Influence on children's self-efficacy and achievement. Journal of Educational Psychology, 77, 313-322. Siegle, D. (2000) Self-efficacy research strategies. Retrieved on August 6, 2013 from http://www.gifted.uconn.edu/siegle/selfefficacy/index.htm Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.