Motivational and Affective Factors That

Influence Learning

Presented by: Angelica Grace Galwardo

Self-Concept and Self Efficacy

Self efficacy is a concept similar to

self-concept but with an important

distinction. It describes the belief

that one is capable of executing

behaviour or performing tasks

successfully and is an essential

driving force of human nature.

Psychologist Albert Bandura has defined self-

efficacy as one's belief in one's ability to succeed

in specific situations. One's sense of self-

efficacy can play a major role in how one

approaches goals, tasks, and challenges.

Self Concept is an important term for both social

psychology and humanism. This is the most basic

part of the self-scheme or self-concept; the sense

of being separate and distinct from others and the

awareness of the constancy of the self” (Bee,

1992).

A. Self Concept

Is the cognitive or thinking aspect of

self (related to one’s self image) and

generally refers to “the totality of a

complex, organized, and dynamic

system of learned beliefs, attitudes

and opinions that each person holds

to be true about his or her personal

existence” (Purkey, 1998)

Components of self concept

• Physical aspect of self-

concept

• Academic self-concept

• Social self-concept

Physical aspect of self –

concept relates to that which

is concrete: what we look like,

our sex, height, weight, etc.:

what kind of clothes we wear,

what kind of car we drive; what

kind of home we live in; and so

forth

Academic self – concept relates

to how well we do in school or how

well we learn. There are two

levels: a general academic self –

concept of how good we are

overall and a set of specific

content – related self – concepts

that describe how good we are in

mathematics, science, language,

arts, English, social science etc.

Social self – concept

describes how we relate to

other people and the

transpersonal self – concept

describes how we relate to

the supernatural or

unknown.

Self-Efficacy

The concept of self-efficacy is the focal point of

Albert Bandura’s social cognitive theory. By means

of the self-system, individuals exercise control over

their thoughts, feelings, and actions. It is also

defined as people’s beliefs about their capabilities

to produce designated levels of performance that

influence over events that affect their lives. They

include cognitive, motivational, affective and

selection process. (Bandura, 1991).

Cognitive Process – The effects of self efficacy

beliefs on cognitive processes take a variety of

forms. Much human behaviour, being purposive, is

regulated by forethought embodying valued goals.

Motivational Processes – Self beliefs of efficacy

play a key role in the self-regulation of

motivation. Most motivation is cognitively

generated.

Affective Processes – People’s beliefs in their

coping capabilities affect how much stress and

depression they experience in threatening or

difficult situation , as well their level of motivation.

Selection processes – People are partly the

product of their environment. Therefore,

beliefs of personal self-efficacy can shape the

course lives take by influencing the types of

activities and environments people choose.

How Self-Efficacy Affects Behaviour

Choice of Activities – People tend to choose

tasks and activities at which they believe they can

succeed; they also tend to avoid those at which

they can think they will fail.

Goals – People set their higher goals for

themselves when they have high self-efficacy in a

particular domain.

Effort and Persistence – People with a high

sense of self-efficacy are more likely to exert

effort in attempting to accomplish a task;

they are also more likely to persist when they

encounter obstacles.

Learning and Achievement – Students

with high self-efficacy tend to learn and

achieve more than students with low self-

efficacy, even when actual ability levels are

same.

Factors in the Development of Self-Efficacy

Previous successes and failures – Students

feel more confident that they can succeed at a

task – that is, they have greater self-efficacy –

when they have succeeded at that task or at

similar ones in the past.

Messages that others communicate – To

some extent, students’ self –efficacy beliefs are

enhanced when others praise good performance

or provide assurances that success is possible.

Successes and failures of others – People

often acquire information about their own self-

efficacy by observing the successes and failures

of other individuals, especially those who appear

to be similar to themselves (Schunk, 1989).

Success and Failures of the group as a

whole – Students may have greater self-efficacy

when they work in a group than when they work

alone, and especially when they achieve success

as a group.

Self – Regulation

Refers to systematic efforts to direct thoughts,

feelings, and actions toward the attainment of one’s goals

(Zimmerman, 2000) It also refers to the process of

accepting responsibility for one’s own learning, begins

with goals.

Student self – regulation is a developmental process

that, with teacher support, gradually increases. It begins

with accepting personal responsibility (Dec & Ryan, 1991).

Setting appropriate goals is easy enough, but getting

students to commit to and monitor them in another story.

Self – Regulation entails at least four process

(Bandura, 1986; Schunk, 1989, 1998; Schunk

& Zimmerman, 1996).

1. Setting standards and goals – As a

mature human beings we tend to set

standards for our own behavior; in other

words we establish criteria regarding

what constitutes acceptable

performance.

2. Self – Observation an important

part of self – regulation is to observe

oneself in action. To make progress

toward important goals, people must

be aware of how well they are doing

at present; in other words, they must

know what parts of their performance

are working well and what parts need

improvement.

3. Self – Judgment people’s behaviors

are frequently judged by others – for

example, by relatives, teachers,

classmates, friends, and the general

public. Eventually, people begin to

judge and evaluate their own behaviors

based on the standards they hold for

themselves.

4. Self – Reaction as people become

increasingly self – regulating, they begin

to reinforce themselves – perhaps by

feeling proud or telling themselves that

they did a good job – when they

accomplish their goals. They also begin

to punish themselves perhaps by feeling

sorry, guilty, or ashamed

Using Technology to Increase Learner Motivation

Technology is changing education and it’s

motivating characteristics can be explained using self –

efficacy, and self – determination theory.

Technology may be unique in it’s ability to increase

self – efficacy (Schunk & Ertner, 1999). The expertise

that students develop as they learn to compose on a

keyboard, modify and manage files, use spreadsheets

and databases, use the internet and communicate with

others by e-mail gives them a sense of satisfaction.

End of Presentation