Inviting Self-Efficacy

Inviting Self-Efficacy

Brought to you by:

Darlene Armstrong, Carmen Garcia, Clare Ioerger, Sandra Lowry, Sara Norris, Mary Porras, Lorraine Rocks, Kristi

Salgado

April 16, 2004

Special Thanks to:

David Byrd for his time, technical know-how, and support.

You are always there for us!

Justin Ferrari, Kyle Maier, and Saba Mohammad for their time and help.

Meet Julie…

Quotes by Bandura

We are more heavily invested in theories of failure, than of theories of success.

Nurture shapes nature

Once established,

easily change.

reputations do not

General Perceived Self-Efficacy SurveySchwarzer & Matthias (1993) Rev. 2000

The general self-efficacy scale aims at a broad and stable sense of personal competence to deal efficiently with a variety of stressful situations.

http://www.fu-oberlin.de/gesund/skalen/Language_Selection/Turkish/General_Perceived

This scale correlates positively with self-esteem and optimism and negatively with anxiety, depression and physical symptoms.

Self-efficacy is commonly understood as being very specific; that is, one can have more or less firm self-beliefs in different domains or particular situations of functioning.

More Quotes by Bandura

People not only gain

understanding through reflection, they evaluate and

alter their own thinking.

Self-appraisals are influenced by evaluative reactions of

others.

Meet our Panel

Allyson

Tony

Weslie

DaveChristina

And Our Moderator

Amanda

Panel situations

Definitions of Self-Efficacy

“Self-efficacy is the belief in one's capabilities to organize and execute the sources of action required to manage prospective situations.” Bandura 1986

“ Optimistic self-beliefs of being capable to master difficult demands in school represent a prerequisite for motivated learning” Schwarzer & Mattias (1993) Rev. 2000

How Self-Efficacy Differs From Self-Concept

Self-Efficacy Beliefs: Self Concept Beliefs:judgment of confidence judgment of self-worthcontext sensitive not context sensitivecan be task specific not task specificmade and used in reference to cognitive self-appraisal independent of goal some type of goala question of can A question of being/feeling (Can I do this?) (Who am I? How do I feel?)http://www.emory.edu/EDUCATION/mfp/

efficacy6.html

Self-efficacy is context specific. Within a particular context, you can picture yourself being able to do something. By contrast, self-concept is a cognitive appraisal, referring to one’s judgement of self worth.

Self-Efficacy Influences:The choices we makeThe effort we put forthHow long we persist when we confront obstacles (and in the face of failure)How we feelResilienceAchievementAcademic motivation

Bandura, 1997, Pajares, 1996, Schunk, 1995

Where it comes from: Personal Past Experiences of Mastery

http://www.emory.edu/EDUCATION/mfp/efficacy3.html

Physiological clues

Verbal Persuasion

Vicarious Experience

Our Panel Says…

Factors Important in the Development of

Self-Efficacy

FAMILYHigher levels of self-efficacy develop when parents:

Teach their children persistence

Model coping behaviors when they experience difficult situations

Promote curiosity and provide for mastery experiences

Provide an environment rich in stimulation

Teach self-efficacy through model similarity. Positive models can lead to higher levels of self-efficacy and the confidence to succeed. Observing others fail or fail to try can lead to lower levels of self-efficacy (Schunk, 1987).

Positive models lead to self-efficacy

Model similarity is most influential for students who are uncertain about their performance capabilities (Bandura, 1986).

A highly motivated peer group leads to higher level of success.

PEERS

Self-efficacy beliefs tend to decline as students advance through school (Pintrich & Schunk, 1996) due to:

SCHOOL

Social comparisonAbility grouping (negative effects on lower groups)

Lock-step sequences of instruction cause frustration

Stress associated with school transitions

Less teacher attention to individual student progress

Norm-referenced grading

Greater competition

Possesses Adequate Skills to Perform the Task

Set Realistic Expectations

and Implement Appropriate Strategies to Successfully

Complete Goals (Self-

Regulation)

Model of Achievement Orientation

Del SiegleUniversity of Connecticut -- 2000

Each of the four elements of the model (Environmental Perception, Self-Efficacy, Task Valuation, and Self-Regulation) is usually present in individuals who achieve at a level commensurate with their abilities. Some of these factors may be stronger than others, but overall, achievement-oriented individuals display a combination of all four traits. Remediation can be based on diagnosing which element or elements are deficit and strengthening them. Two individuals might have very different remediation programs based on their achievement orientation profiles.

Confident in One’s Ability to

Perform the Task (Self-Efficacy)

Expect to Succeed(Environmental Perception)

Values the Task or

Outcome (Task Valuation)

Motivation Task Engagement and Achievement

Student Survey Results

Survey Question 1: I can always manage to solve difficult problems if I try hard enough.

Percentage of answers either 3 or 4 by grade level

3 = moderately true and 4 = exactly true.

100%

92%

100%

95%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th9th

10th11th

12th

Survey Question 2: If someone opposes me, I can find the ways and means to get what I want.



75%

92%

75%

84%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th

9th

10th

11th

12th

Survey Question 3: I am certain I can accomplish my goals.

Percentage of answers either 3 or 4 by grade level3 = moderately true and 4 = exactly true.

100%

85%

92%89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th

9th

10th

11th12th

Survey Question 4: I am confident that I could deal efficiently with unexpected events.



88%

77%

92%95%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th9th

10th

11th12th

Survey Question 5: Thanks to my resourcefulness, I can handle unforeseen situations.



88%85%

100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th9th

10th

11th 12th

Survey Question 6: I can solve most problems if I invest the necessary effort.


88%85%

100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th9th

10th

11th 12th

Survey Question 7: I can remain calm when facing difficulties because I can rely on my coping abilities.



100%

77% 75%

89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th

9th

10th11th

12th

Survey Question 8: When I am confronted by a problem, I can find several solutions.


88%

69%

92%

74%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th9th

10th

11th

12th

Survey Question 9: If I am in trouble, I can think of a good solution.


88%

69%

92%89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th

9th

10th

11th12th

Survey Question 10: I can handle whatever comes my way.


100%

69%

83% 84%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

9th

10th

11th

12th

9th

10th

11th 12th

General Perceived Self-Efficacy: By Ethnicity

54%

24%

2%6%

4%

11%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Caucasian

Hispanic

Asian

Other

African American

No Response

C

H

A O AFNR

General Perceived Self-Efficacy: By Grade

15%

24%22%

35%

4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

9th

10th

11th

12th

No Response

9th

10th 11th

12th

NR

General Perceived Self-Efficacy: By Gender

46%50%

4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Male

Female

No Response

Male

Female

NR

Our Panel Says…

Exercises that promote self efficacy

Let students see other students, similar to themselves, succeed.m odels

Help students recognize that they are learning new material and making progress.goal

sSiegle, 2000

What a Teacher Can Do to Promote Self-Efficacy

Schools can help students acquire higher levels of self-efficacy by covering topics such as:

(www.thearc.org/faqs/qu-idea-transition.html)

self-advocacy skills leadership skills

self-instruction problem-solving

self-evaluation self-reinforcement

risk-taking and safety self-observation

goal setting and attainment independence

choice-making decision-making

Our Panel on Teachers

Let students know that they have the ability

to do well.

bility ffortAttitudE• Compliment students on specific skills they are acquiring. A specific compliment such as, “You really know how to calculate area.” provides more information to a student than a general comment such as, “Good job.”

• Help students practice lack-of-effort explanations when they perform poorly, while drawing attention to something they did correctly. “You know how to use a ruler, but you need to be more careful reading the numbers.”

• Avoid the appearance of unsolicited help. Take an indirect route to a student whom you believe needs help, visit several students before, and after, you visit your target student. Don’t always target the student who needs help.

Siegle, 2000

How Parents Can Promote Self-Efficacy

Our Panel on Parents

Meet Christina and Mike…..

Our Panel on Julie

JULIE - CONCLUSION

1.What suggestions would you give to Julie’s parents?

2. What are some things they might do at home to impact Julie’s attitude?

3. What can teachers do that may have a positive impact on Julie?

For More Exciting Information On These

Topics and More:Del Siegle, University of Connecticut, www.gifted.uconn.edu/siegle

Bandura / Emory College, www.emory.edu/EDUCATION/mfp/effpage.html

http://www.fuoberlin.de/gesund/skalen/Language_Selection/Turkish/General_Perceived

More Quotes by Bandura

By sticking it out through tough times, people emerge from adversity with a stronger sense of efficacy

Persons who have a strong

sense of self-efficacy deploy

their attention and effort to

the demands of the situation

and are spurred by obstacles

to greater effort.

uccess and failure are

largely self-defined in terms

of personal standards.

SS

If self-efficacy is lacking,

even though they know what to do.

people tend to behave ineffectually,

Special Thanks to Our Student Participants:

You Are Awesome!

Amanda, Weslie, Dave, Tony, Allyson, Christina and Mike

Documents

Inviting Self-Efficacy