Self-efficacy
From WikEd
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[edit] Definitions
1. Power or capacity to produce a desired effect; effectiveness.
2. Many students resist academics because they do not believe they have the ability to succeed, regardless of their effort. These students have a low level of self-efficacy. Teachers can reverse this perspective by encouraging students to take on more challenging tasks, and take a greater interest in academics, stressing the development of higher self-efficacy. Research suggests that teachers can strengthen self-efficacy by linking new work to recent student successes, teaching the needed learning strategies, reinforcing effort and persistence, stressing peer modeling, and helping students to identify or create personal goals (Margolis and McCabe, 2004).
3. Self-efficacy . . . influencels] task choice, effort, persistence,
and achievement. Compared with students who
doubt their learning capacities, those who have a sense
of efficacy for Iparticular tasks] participate more readily,
work harder, persist longer when they encounter difficulties,
and achieve at a higher level.... Students do not
engage in activities they believe will lead to negative outcomes.
(Schunk and Zimmerman 1997, 36)
[edit] History
Albert Bandura's concept of self-efficacy developed within his studies of human social cognition theories[1] . Bandura's early research focused on the 'extraordinary symbolizing capacity of humans'. He theorizes that people draw on these symbolic capabilities to understand their enviornments by purposeful actions, cognitively solve problems, develop reflective thoughts and effectively communicate with others. Bandura argues that when people symbolize their experiences, it give structure, meaning, and continuity to their lives (Pajeres,2002).
Another distinctive quality of social cognitive theory, and an important point in this theory, is that Bandura singles out the capacity for self directedness and forethought (that people plan a course of action, and set challenges and goals that guide their future activities). He argues that after we adopt some personal standard, our subsequent actions, behavior, and motivation are regulated by the positve and negative consequences of those standards. We all engage in things hat provide some form of satisfaction and self worth, and tend to shy away from actions that devalue the 'self' (Pajeres, 2002).
Self-reflection capabilities concerning efficacy is featured prominently in social cognitive theory. Bandura argues that the system of self-efficacy is the very foundation of human motivations and personal achievements. Bandura's rationale is like this: If people don't believe they can achieve a desired outcome from their actions, they have little to no incentive to act, or continue action when presented with difficulties. Bandura's reseach credits personal efficacy with motivation, preserverance, vulnerability, life decisions/choices, and even stress (Pajeres, 2002).
[edit] So..what is it??
Bandura's explicit connects self-efficacy with people's motivations and actions, arguing that what people believe influences motivation and actions, regardless of whether or not the belief is 'objectively true' (Pajeres,2002).
Bandura therefore argues, that behavior can be predicted by predicting perceived self efficacy (a person's beliefs about the capabilities) over actual accomplishments, as self-efficacy determines what people will do with their knowledge and skills. Behavior can sometimes differ widely from actual capabilities because of the importance of perceived self-efficacy(Pajeres, 2002).
For instance, talented individuals may suffer from extreme self-doubt, although they are quite capable of performing and exceeding the assigned task, while on the other hand, some individuals are extremely confident about what they can accomplish despite their credentials and limited skills. Beliefs and realitiy are not a perfect match, yet individuals are usually guided by their beliefs. Remembering all of this, self-efficacy is said to predict a person's accomplishments than their previous attainments, credentials, or knowledge (Pajeres, 2002).
Important to remember
- Bandura does not argue that large amounts of self-efficacy (high confidence) can counteract limited skills and knowledge!
- Self-efficacy can be different, in different areas of life, so it is important to remember that efficacy is task specific!
(Pajeres 2002)
[edit] Self Efficacy in the Classroom
To help struggling learners with low self-efficacy, and get them to invest sufficient effort and persist on challenging tasks, teachers must systematically develop high self efficacy within these students. Fortunately, research suggests that teachers can help strengthn the self-efficacy of struggling learners by:
1. Linking new work to recent successes
2. Reinfocing effort and persistence
3. Stressing peer modeling
4. Teaching strugging learners to make facilitative attributions
5. Helping struggling learners identify or create personally important goals
However, for these strategies to be effective, struggling learners with low self-efficay MUST succeed on the tasks in which they expect they will fail. Implications from research suggests that it is extremely important that classwork be at the instructional level of the student, and that assigned homework should also be at a level that students can complete their homework independently, yet remain challenged (NOT FRUSTATED). Classwork should increase expectations of success instead of promoting failure. To do this, teachers need to (a) give struggling learners work at their proper instructional and independent levels, and (b) adhere to instructional principles likely to improve self-efficacy (Margolis & McCabe 2004)
[edit] Examples
**Self efficacy questions designed to assess the degree to which you see yourself as competent to accomplish a particular task.
On a scale from 1 through 7, with 1 indiating that the statement is definitely not true of you and 7 indicating that the statement is most definitely true of you
1. I work hard to get a good grade even when I don't like a class.
2. Even when the study materials are boring and uninteresting, I keep working
until I am finished.
3. I work on practice exercises and answer end-of-chapter questions even when i
don't have to.
Perceived self-efficacy and real life are sometimes inconsistent. For example, just because a person has a high sense of self-efficacy, they're behavior may not reflect this if they belive that a specific behavior might have undesired consequences (like failure). For example:
- A student who is very confident (high self-efficacy) in her academic talents, may choose not to apply to an extremely selective university with high entrance requirements.
- A person with low self-efficacy may realize that strong mathematics skills are needed for an acceptable GRE score, which leads to a comfy lifestyle, yet may elect not to take the preparational mathematics courses needed to achieve all of this because of low self-confidence in their ability to perform. Low self-efficacy and positive outcome expectations are also possible.
- A social example is one where a young male college student realizes that charisma, physical attractiveness and chivilry are key when dating (which may lead to fun romantic escapades or even a long lasting relationship). Yet, if the guy has low confidence in his charm, physical attractiveness or social skills, he would probably doubt his 'wooing' skills and shy away from making social contacts with women, which would perhaps affect potential opportunities later in life (Pajeres, 2002).
[edit] Criticisms
- Some critics argue that self-efficacy is a cause of behavior, not merely a predictor as Bandura argues (Hawkins,1995).
- Interest theory predicts that it is student intrest in a subject, that preducts student achievement.
- Attribution theory predicts that students who believe that success or failure depends on the effort exerted on a particular task, will work harder than students who believe that success or failure depends on ability.
(Mayer, 2003)
[edit] Personal Testimonies
Building Self Efficacy in students today is highly important. Teachers can do this by conveying high expectations of students and praising good work. If we can build up the self efficacy factor in students, we are likely to see higher performances from them in their coursework. ~LWoods
Another implication for teachers of the observational learning theory is that teachers must be very careful how they behave in and out of school because students will see and model that behavior, whether good or bad. I have discovered this implication in my own teaching experience. Student are always watching their teachers to see if they will act in the same way that they tell the students to act. I remember from my school days that I had a lack of respect for teachers who would tell us we should do one thing, and then go do the opposite. For this reason, I made a promise to myself that I would never ask my students to do something that I was unwilling to do myself. I have, for the most part (!), kept that promise, and my students notice it. They have commented on it, and have told me that it makes them respect me more. My students have also told me that my willingness to join them in what I tell them to do makes them more willing to obey me and model my behavior. Elizabeth Giger
I think that self-efficacy is not only important to build in students but teachers as well. I know that I am much more confident in my teaching than I was when I first started teaching. I think my positive attitude and the belief that I can handle all of the classroom challenges makes a huge difference in my effectiveness as a teacher. E. Elrick preschool/elementary teacher for 7 years.
[edit] Helpful Sources
Emory's self efficacy project[2]]
Wikipedia's self-efficacy page[3]]
Bandura's self efficacy link[4]
Manual for the Occupational Self-Efficacy Scale[5]
[edit] References
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Biographical sketch of Bandura [6]
Griffin, Marlynn M. & Griffin, Bryan W. (1998). An Investigation of the Effects of Reciprocal Peer Tutoring on Achievement, Self-Efficacy, and Test Anxiety. Contemporary Educational Psychology, v.23 n.3. p.298-311.
Hawkins, Russell M. (1995). "Self-efficacy a Cause of Debate".Journal of Behavioral Therapy and Experimental Psychiatry, v26 n3, p.235-240.
Mayer, Richard E. (2003). Learning and Instruction. Merrill Prentice Hall: Upper Saddle River, NJ
Morgolis, H. & McCabe, P. P. (2004). "Self-efficacy: A key to improving the motivation of struggling learners." The Clearing House, 77. p. 241.
Pajares (2002). Overview of social cognitive theory and of self-efficacy. Retreived November, 29, 2004, from http://www.emory.edu/EDUCATION/mfp/eff.html.
