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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.
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.
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