Download ppt - Self-Efficacy: Fostering Student Determination. The Little Blue Engine by Shel Silverstein The Little Blue Engine by Shel Silverstein The little blue

Self-Efficacy:Self-Efficacy: Fostering Student Fostering Student DeterminationDetermination

The Little Blue EngineThe Little Blue Engine by Shel Silverstein by Shel Silverstein

The little blue engine looked up at the hill.The little blue engine looked up at the hill.His light was weak, his whistle was shrill.His light was weak, his whistle was shrill.He was tired and small, and the hill was tall,He was tired and small, and the hill was tall,And his face blushed red as he softly said,And his face blushed red as he softly said,“I think I can, I think I can, I think I can.” “I think I can, I think I can, I think I can.”

So he started up with a chug and a strain,So he started up with a chug and a strain,And he puffed and pulled with might and main.And he puffed and pulled with might and main.And slowly he climbed, a foot at a time,And slowly he climbed, a foot at a time,And his engine coughed as he whispered soft,And his engine coughed as he whispered soft,“I think I can, I think I can, I think I can.” “I think I can, I think I can, I think I can.”

With a squeak and a creak and a toot and a sigh,With a squeak and a creak and a toot and a sigh,With an extra hope and an extra try,With an extra hope and an extra try,He would not stop — now he neared the top —He would not stop — now he neared the top —And strong and proud he cried out loud,And strong and proud he cried out loud,“I think I can, I think I can, I think I can!” “I think I can, I think I can, I think I can!”

He was almost there, when — He was almost there, when — CRASH! SMASH! BASH!CRASH! SMASH! BASH!He slid down and mashed into engine hashHe slid down and mashed into engine hashOn the rocks below... which goes to showOn the rocks below... which goes to showIf the track is tough and the hill is rough,If the track is tough and the hill is rough,THINKING you can just ain’t enough! THINKING you can just ain’t enough!

Self-Efficacy Self-Efficacy

“…“…defined as people’s defined as people’s beliefsbeliefs about their about their capabilities to produce designated levels of capabilities to produce designated levels of performance that exercise influence over performance that exercise influence over events that affect their lives. …determines how events that affect their lives. …determines how people people feel, think, motivate themselves and feel, think, motivate themselves and behavebehave. . (Bandura, Self-Efficacy, 1994)(Bandura, Self-Efficacy, 1994)

“…“…refers to beliefs in one’s capabilities to refers to beliefs in one’s capabilities to organize and execute the courses of action organize and execute the courses of action required to produce given attainments.” required to produce given attainments.” (Bandura, Self-Efficacy: The Exercise of Control, p. 3)(Bandura, Self-Efficacy: The Exercise of Control, p. 3)

Through the personal Through the personal belief system you can…belief system you can…

Doubt your capabilities by:Doubt your capabilities by: - shying away from difficult tasks- shying away from difficult tasks

- giving up- giving up- low aspirations- low aspirations- dwell on deficiencies- dwell on deficiencies- focus on adverse consequences of failure- focus on adverse consequences of failure- and therefore undermine efforts by diverting attention from effective thinking, - and therefore undermine efforts by diverting attention from effective thinking, slowly recovering from setbacks, and falling easy to stress and depression.slowly recovering from setbacks, and falling easy to stress and depression.

Believe in your capabilities by:Believe in your capabilities by:- approaching difficult tasks as challenges to be mastered and not threats- approaching difficult tasks as challenges to be mastered and not threats- fostering interest in something new or unknown- fostering interest in something new or unknown- have high effort- have high effort- and therefore think strategically, attribute failure to insufficient effort, quickly - and therefore think strategically, attribute failure to insufficient effort, quickly recover after failure, and reduce stress. recover after failure, and reduce stress.

Self Efficacy: What defines these beliefs?

How people deal with situations. Look at the process, not just the result.

Vicarious/mastery experiences. Verbal persuasion. Social vs. Psychological (Self-Hindering or Self-

Aiding concepts of thought) Understand thyself? Optimistic vs. Pessimistic.

Dealing with stress/depression management. The good of failing, and the bad of always winning

(externally). Chances for adversity.

Self-Esteem vs. Self-EfficacySelf-Esteem vs. Self-Efficacy

• Self-efficacy is concerned with judgments of personal capability, whereas self-esteem is concerned with judgments of self-worth.

• There is no fixed relationship between beliefs about one’s capabilities and whether one likes or dislikes oneself. (p.11)

Individual Factors Together That Individual Factors Together That Create SELF-EFFICACY.Create SELF-EFFICACY.

Self-Concept: Composite view of one’s self formed through Self-Concept: Composite view of one’s self formed through experience and feedback from others.experience and feedback from others.Self-Esteem: Judgment of self-worth.Self-Esteem: Judgment of self-worth.Motivation: Intrinsic need to deal effectively with the environment. Motivation: Intrinsic need to deal effectively with the environment. Proxy Control: Moving influence and power into your behalf through Proxy Control: Moving influence and power into your behalf through exercising the control that you do have.exercising the control that you do have.Locus of Control: Internal or external?Locus of Control: Internal or external?Behavior (social skills/cues/different registers)Behavior (social skills/cues/different registers)Personal expectationsPersonal expectations

Through these people create BELIEFS in capabilities, which Through these people create BELIEFS in capabilities, which determine the decisions we make and how we go about solving determine the decisions we make and how we go about solving problems. They determine the level of control people will take over problems. They determine the level of control people will take over what they can influence and the goals that they make.what they can influence and the goals that they make.

““Perceived self-efficacy is concerned not with the Perceived self-efficacy is concerned not with the number of skills that you have, but with what you number of skills that you have, but with what you believebelieve you can do with what you have under a you can do with what you have under a variety of circumstancesvariety of circumstances.” (p. 37).” (p. 37)

So, it is based on what you believe you can do (the So, it is based on what you believe you can do (the limits you set on yourself), not your actual ability.limits you set on yourself), not your actual ability.

““To claim that people visualize outcomes, and To claim that people visualize outcomes, and then infer their capabilities is to invoke backward then infer their capabilities is to invoke backward causation…people do not judge that they will causation…people do not judge that they will drown if they jump in deep water, and then infer drown if they jump in deep water, and then infer that they must be poor swimmers. Rather, people that they must be poor swimmers. Rather, people who judge themselves poor swimmers will who judge themselves poor swimmers will visualize themselves drowning if they jump in visualize themselves drowning if they jump in deep water” (p. 21). deep water” (p. 21).

““Individuals with low self-efficacy tend to Individuals with low self-efficacy tend to believe that things are tougher that they believe that things are tougher that they really are. This creates stress and narrow really are. This creates stress and narrow vision of how best to go about the vision of how best to go about the problem. By contrast, persons who have a problem. By contrast, persons who have a strong sense of efficacy deploy their strong sense of efficacy deploy their attention and effort to the demands of the attention and effort to the demands of the situation and are spurred by obstacles to situation and are spurred by obstacles to greater effort.” (p. 394)greater effort.” (p. 394)

““High efficacy people attribute failure to High efficacy people attribute failure to insufficient effort; low efficacy people insufficient effort; low efficacy people attribute failure to deficient ability.” attribute failure to deficient ability.” (Collins, 1982)(Collins, 1982)

How to create opportunities for self-How to create opportunities for self-efficacy:efficacy:

Locus of Control: Allowing the student’s internal locus to Locus of Control: Allowing the student’s internal locus to proceed and teaching how to self regulate.proceed and teaching how to self regulate.

Helping students understand that “people make causal Helping students understand that “people make causal contributions to their lives, but they are not the sole causes contributions to their lives, but they are not the sole causes of their destinies”(33). Which leads to coping and of their destinies”(33). Which leads to coping and resiliency.resiliency.

Risk taking, chances for decisions and experiencing Risk taking, chances for decisions and experiencing something new along with the positive or negative outcome something new along with the positive or negative outcome that may come allowing for self reflection and evaluation.that may come allowing for self reflection and evaluation.

Role modeling, creating those vicarious experiences. Role modeling, creating those vicarious experiences. Being a persuader to help cultivate people’s beliefs in their Being a persuader to help cultivate people’s beliefs in their

capabilities while also helping to create attainable capabilities while also helping to create attainable successes.successes.

Foster the CognitiveFoster the Cognitive Organizational, monitoring, evaluating, and Organizational, monitoring, evaluating, and

regulating one’s self.regulating one’s self. Using that “inner speech” for following thought Using that “inner speech” for following thought

processes/problem solving.processes/problem solving. Attributing accomplishments to effort rather than Attributing accomplishments to effort rather than

products.products. Understanding main ideas and what is really Understanding main ideas and what is really

important.important. Do, don’t just hear. There must be actual Do, don’t just hear. There must be actual

experiences in which to transfer cognitive skills in experiences in which to transfer cognitive skills in order to exercise them. e.g. problem solving- order to exercise them. e.g. problem solving- creating a plan, follow through, and then creating a plan, follow through, and then reflection even in the little daily obstacles.reflection even in the little daily obstacles.

Academically…Academically…

Students who doubt their intellectual efficacy Students who doubt their intellectual efficacy gravitate toward students who devalue academic gravitate toward students who devalue academic pursuits.pursuits.The very technologies that people create to alter The very technologies that people create to alter and control their environment can become a and control their environment can become a constraining force that in turn controls how they constraining force that in turn controls how they think and behave. (Products: tests, grades) think and behave. (Products: tests, grades) ““Academic efficacy plays an influential role in Academic efficacy plays an influential role in career choice and development. It predicts career choice and development. It predicts academic grades, the range of career options academic grades, the range of career options considered, and persistence and success in considered, and persistence and success in chosen fields.” chosen fields.” (Betz & Hackett, 1986;Lent &Hackett, 1987)(Betz & Hackett, 1986;Lent &Hackett, 1987)

Standards and GoalsStandards and Goals

• “People construct personal standards that they then use to guide, motivate and regulate their own behavior. People do things that give them self-satisfaction and a sense of self-worth. They refrain from behaving in ways that violate their personal standards because it will bring self-censure” (p.8)

• “Without standards against which to measure their performances, people have little basis for judging how they are doing or for gauging their capabilities. Goal attainments provide rising indicants of mastery that help to instill and verify a growing sense of personal efficacy.” (p. 217) (Choices, Decisions, Goals (prob. solving))

As a teacher…As a teacher…

““Teachers’ Teachers’ beliefsbeliefs in their efficacy affect in their efficacy affect their general orientation toward educational their general orientation toward educational processes as well as instructional activities” processes as well as instructional activities” (p. 241)(p. 241)

As a teacherAs a teacher

Low efficacy teachers:Low efficacy teachers:- pessimistic view of students motivation- pessimistic view of students motivation- strict classroom control and regulations- strict classroom control and regulations- use negative sanctions to get students to study - use negative sanctions to get students to study - distrust their ability to manage a classroom- distrust their ability to manage a classroom- are stressed and angered by student - are stressed and angered by student misbehaviormisbehavior- Take a custodial view of their job- Take a custodial view of their job- If they had to do it all over again, wouldn’t be - If they had to do it all over again, wouldn’t be where they are now.where they are now.


High efficacy teachers:High efficacy teachers:

- regard their students as reachable and - regard their students as reachable and teachableteachable

- create efficacy to create student - create efficacy to create student achievementachievement

- direct efforts at resolving problems- direct efforts at resolving problems

- invite and even initiate family involvement- invite and even initiate family involvement


Good instruction should promote interest as Good instruction should promote interest as well as technical skills in subject matter. well as technical skills in subject matter. Teaching that instills a liking for what is Teaching that instills a liking for what is taught fosters self-initiated learning long taught fosters self-initiated learning long after instruction as ceased.after instruction as ceased.

ClosingClosing

• Children can learn a lot from computer terminals, but they need human teachers to help build their sense of efficacy, to cultivate their aspirations, and to find meaning and direction in their pursuits. The content of early schooling is perishable and long forgotten, but the interpersonal and self-development effects endure.