Inviting Self-Efficacy Brought to you by: Darlene Armstrong, Carmen Garcia, Clare Ioerger, Sandra...
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Transcript of Inviting Self-Efficacy Brought to you by: Darlene Armstrong, Carmen Garcia, Clare Ioerger, Sandra...
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.
Percentage of answers either 3 or 4 by grade level
3 = moderately true and 4 = exactly true.
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.
Percentage of answers either 3 or 4 by grade level
3 = moderately true and 4 = exactly true.
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.
Percentage of answers either 3 or 4 by grade level
3 = moderately true and 4 = exactly true.
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.
Percentage of answers either 3 or 4 by grade level3 = moderately true and 4 = exactly true.
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.
Percentage of answers either 3 or 4 by grade level
3 = moderately true and 4 = exactly true.
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.
Percentage of answers either 3 or 4 by grade level3 = moderately true and 4 = exactly true.
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.
Percentage of answers either 3 or 4 by grade level3 = moderately true and 4 = exactly true.
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.
Percentage of answers either 3 or 4 by grade level3 = moderately true and 4 = exactly true.
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