Self Efficacy
Self-efficacy is the developing sense of personal effectiveness as a learner and an enhanced awareness of one’s own capacity to learn and perform tasks. How does this concept relate to students who are underachieving, and what can be done to improve their self-efficacy?
Self- efficacy is a crucial component of a student’s development; it enhances the student’s capability and willingness to undertake challenging tasks, interactive effects of student’s personal characteristics, behaviours and social reinforcement foster this. When a student suffers from low self-efficacy it can result in low academic achievement and/or behavioural issues and eventually depression therefore it is most crucial to help improve their self-efficacy as much as we can as teachers. With a range of strategies this essay investigates what contributes to a healthy self-efficacy belief, what happens when a student suffers from low self-efficacy and what we can do as teachers to improve a student’s self-efficacy? By becoming informed about self-efficacy and what factors and influences affect a student’s self-efficacy are the keys to help to improve their self-efficacy.
Self-efficacy is a crucial element of the social cognitive theory and knowing how the theory relates to students especially students who are underachieving is crucial when teaching. Social cognitive theory is a theory of how people learn to become self-regulated learners through the interactive effects of their personal characteristics, behaviours and social reinforcement and self-efficacy is an instinct component (Bandura, 1977). Bandura (1977) believes that self-efficacy beliefs (both positive and negative thoughts) influence a person’s use of self-regulating skills. Self-efficacy is built through a range of factors such as performance accomplishments- previous performance results on similar tasks, verbal persuasion-engagement by a stakeholder, emotional arousal- the emotions that we feel when we prepare to engage in a
Self- efficacy is a crucial component of a student’s development; it enhances the student’s capability and willingness to undertake challenging tasks, interactive effects of student’s personal characteristics, behaviours and social reinforcement foster this. When a student suffers from low self-efficacy it can result in low academic achievement and/or behavioural issues and eventually depression therefore it is most crucial to help improve their self-efficacy as much as we can as teachers. With a range of strategies this essay investigates what contributes to a healthy self-efficacy belief, what happens when a student suffers from low self-efficacy and what we can do as teachers to improve a student’s self-efficacy? By becoming informed about self-efficacy and what factors and influences affect a student’s self-efficacy are the keys to help to improve their self-efficacy.
Self-efficacy is a crucial element of the social cognitive theory and knowing how the theory relates to students especially students who are underachieving is crucial when teaching. Social cognitive theory is a theory of how people learn to become self-regulated learners through the interactive effects of their personal characteristics, behaviours and social reinforcement and self-efficacy is an instinct component (Bandura, 1977). Bandura (1977) believes that self-efficacy beliefs (both positive and negative thoughts) influence a person’s use of self-regulating skills. Self-efficacy is built through a range of factors such as performance accomplishments- previous performance results on similar tasks, verbal persuasion-engagement by a stakeholder, emotional arousal- the emotions that we feel when we prepare to engage in a