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Video- I can do it! I can do it! No! I can’t do it! https://www.youtube.com/watch? v=gpGjexZcJdg

Self efficacy

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Video- I can do it! I can do it! No! I can’t do it!

https://www.youtube.com/watch?v=gpGjexZcJdg

Self - Efficacy• Belief in one’s capabilities to achieve

a goal or an outcome• Having capabilities to organize and

execute the courses of action required to produce given attainments• Is having the belief that students have

skills that they can rely on to help them navigate life and reach their goals.• Refers to a judgment a student makes

about his/her ability to accomplish a specific future task

Students with high self-efficacy

• Challenge themselves with difficult task• Intrinsically motivated• Put high degree of effort to meet their

commitments• Attribute failure to things which are in their

control, rather than blaming external factors• Recover quickly from setbacks• Set higher goals• Try harder to reach their goals• Do not give up easily• Are likely to achieve personal goals

Students with low self-efficacy

• Believe they cannot be successful• Consider challenging tasks as threats to be

avoided• Have low aspirations • May result in disappointing academic

performances becoming part of self-fulfilling feedback cycle

• Create self-fulfilling prophecies of failure and learned helplessness that can devastate psychological well-being

Indicators that a student has low self-

efficacy• Acts out, refuses to work, or

shuts down when an activity is difficult

• Gives up quickly when presented with a challenging task

• Lost faith in his/her ability to perform a task

Building blocks or Four Sources of Self-

Efficacy(Alderman, Bandura,

Dweck & Leggett, Maehr & Pintrich)

Mastery Experiences/Task

Performance:This source happens to be the most

influential. It refers to student’s subjective evaluation of his/her past

experience with regard to a particular task or skill. A student’s successful

experiences boost self-efficacy, while failures erode it. An outcome perceived

by a student to be a success brings about a greater sense of self-efficacy. When a

child attributes success to internal, stable, and global factors, he will

experience a sense of mastery and this will enforce his/her self-efficacy.

Vicarious Experience/Observing

OthersObserving a peer succeed at a task can strengthen beliefs in one’s own

abilities. Many times, students express relief when they know they

are not the only ones who are having difficulty with a given skill or

concept. Learning through vicarious is effective when a person

demonstrating is a peer or a coping model in which the student can

relate to.

Picture – student’s notes – you are the best teacher

Verbal persuasion/Direct Persuasion from others

Verbal persuasion or judgments are comments from significant people in

the life of a student that develop beliefs in self-efficacy. Children’s

beliefs about their ability to master a situation or a skill are greatly

influenced by what they hear from their teachers, parents, coaches, and friends. However, feedback must be specific and not empty “pep talks”.

Emotional state/MoodPositive mood can boost one’s beliefs in self-efficacy. People with positive emotion can experience “upward spirals” in which their positive

emotions enable them to see more solution to problems they face,

which strengthen their positivity, which further enhance their ability

to cope with challenges. In contrast, anxiety can undermine self-efficacy.

Video – every child is special

Group Activity

Tips to improve self-efficacy for students

Insert picture of journal article

1.Use moderately – difficult tasks2.Modeling / Peer Models

2. 1. Mastery model:2.2 Coping model or Peer model:

3.Teach specific learning strategies4.Allow students to make their own

choices5.Capitalize on students’ interests6.Encourage students to try7.Give frequent, focused feedback8.Encourage accurate attributions9.Challenge negative thoughts10.Rewards

Last part – every child is special (grades)