Advising At-Risk Students

Advising At-Risk Students

Self Efficacy and Implicit Theories of Intelligence

Mikelene Ray and Paul SmithAlverno College, Milwaukee WI

“At-Risk”?

The label “at-risk” indicates the expectation that the student will have difficulty with her academic program.

That expectation may be based on: The student’s own past performance. Characteristics the student has in

common with past students who had difficulty.

“At-Risk”?

The purpose of the “at-risk” label is to match students with available help.

Nonetheless, the “at-risk” label may result in negative stereotyping.

Models of Student Success

What determines students’ success?

Model Determinant of Student Success

“Risk Factors”

Number and severity of risk factors

Bandura Students’ self efficacy

Dweck Students’ beliefs about the nature of intelligence.

“Risk Factors” Model

A naïve model of advising at-risk students suggests: ▪ Identifying at-risk students▪Giving them special support

“Risk Factors” Model

Implicit Assumption: At-risk students face special

difficulties that impede their graduation.

(and therefore…)

Students in general who graduate on time do so because they faced no special difficulties.

Bandura: Self Efficacy Model

Bandura on Agency : “Self-generated activities lie at the very heart of causal

processes”

“Because judgments and actions are partly self-determined, people can effect change in themselves and their situations through their own efforts”

“Among the mechanisms of personal agency, none is more central or pervasive than people’s beliefs about their capabilities to exercise control over events that affect their lives”

Bandura, A. (1989). Human agency in Social Cognitive Theory. American Psychologist, 44, 1175-1184.

Bandura: Self Efficacy Model

“Self-doubts can set in quickly after some failures or reverses…Because the acquisition of knowledge and competencies usually requires sustained effort in the face of difficulties and setbacks, it is resiliency of self-belief that counts”.

Bandura, A. (1989). Human agency in Social Cognitive Theory. American Psychologist, 44, 1175-1184.

Self Efficacy versus Magical Thinking

If you believe in yourself, you can accomplish anything! X

Self Efficacy versus Magical Thinking

“Magic” Theory

“Believe in yourself!”

“You can do anything!”

(some unspecified mechanism)

Self Efficacy

Believe that you can accomplish this particular task.

Succeed at this particular task.

Persist in your efforts at this task, even after setbacks.

Dweck: Implicit Theories of Intelligence

Core principle:

Students’ beliefs about the nature of intelligence determine the orientation they take toward learning.

Paul Smith

These two slides are good (this one and the next one). Nicely done.


Entity Theory (held by some students): Intelligence in an area is a fixed entity. The learning process is a matter of discovering

whether or not you have intelligence in an area.

Effect on learning behavior: Adopt Performance Goal: goal of learning

process is to demonstrate existing competence. In the face of failure, stop trying.

Dweck, C. S. & Leggett, E. L. (1998). A Social-Cognitive approach to motivation and personality. Psychological Review, 95, 256-273.


Incremental Theory: Intelligence in an area can be developed. The learning process is a matter of taking on

challenging tasks that promote development.

Effect on learning behavior: Adopt Learning Goal: goal of learning process

is to develop competence. Failure provides information about what to work

on next. Dweck, C. S. & Leggett, E. L. (1998). A Social-Cognitive approach to motivation and

personality. Psychological Review, 95, 256-273.


Dweck, C. S. & Leggett, E. L. (1998). A Social-Cognitive approach to motivation and personality. Psychological Review, 95, 256-273.

Theory of Intelligence

Goal Orientation Perceived present ability

Behavior pattern

Entity (Intelligence is fixed)

Performance (Goal is to gain positive judgments/avoid negative judgments of competence)

High Mastery oriented (Seek challenge; high persistence)

Low Helpless(Avoid challenge; low persistence)Incremental

(Intelligence is malleable)

Learning(Goal is to increase competence)

High or Low

Mastery oriented(Seek challenge that fosters learning; high persistence


Entity Theory(Initial thoughts: I have an inherent

talent)

“I am naturally good at helping people”

“I will be a successful Psychology student”

“I can’t do math”

(Faced with a Challenge: I lack an inherent talent)

“I will avoid taking the required Probability and Statistics course”


Incremental Theory(Initial Thoughts: Need to learn a

skill)

“I like helping people” “I will become a Psychology Major”

“I did not receive the feedback/grade in Statistics that I was hoping for”

(Faced with a Challenge: What do I need to learn?)

“I will continue as a Psychology major, but may need to put more effort into understanding principles of Statistics”

Applying the Research

Can a student’s Self Efficacy for college success change?

Can we do anything to improve a student’s Self Efficacy?

Can we do anything to move a student from an Entity Theory of intelligence to an Incremental Theory?



Can we do anything to improve a student’s Self Efficacy?


Can we do anything to move a student from an Entity Theory of intelligence to an Incremental Theory?

1. Stop encouraging the Entity Theory.

2. Explicitly discuss the model with students.

3. Acknowledge the hard work we did in order

to learn.

Advising At-Risk Students

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