Transcript Inviting Self Efficacy and Self Determination

Inviting Self-Efficacy
Brought to you by:
Darlene Armstrong, Carmen Garcia, Clare Ioerger, Sandra Lowry,
Sara Norris, Mary Porras, Lorraine Rocks, Kristi Salgado
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.
April 16, 2004
Meet Julie…
Quotes by
Bandura
We are more
heavily invested
in theories of
failure, than of
theories of
success.
Nurture shapes nature
Once
established,
reputations do
not
easily change.
General Perceived Self-Efficacy Survey
Schwarzer & 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.
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.
This scale correlates positively with self-esteem and optimism
and negatively with anxiety, depression and physical
symptoms.
http://www.fu-oberlin.de/gesund/skalen/Language_Selection/Turkish/General_Perceived
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.
Christina
Tony
Dave
Weslie
Allyson
Meet our Panel
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-worth
context sensitive
not context sensitive
can be task specific
not task specific
made and used in reference to
cognitive self-appraisal
independent of goal
some type of goal
a question of can
(Can I do this?)
A question of being/feeling
(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 make
The effort we put forth
How long we persist when we confront
obstacles (and in the face of failure)
How we feel
Resilience
Achievement
Academic motivation
Bandura, 1997, Pajares, 1996, Schunk, 1995
Where it comes from:
Personal Past Experiences of Mastery
Vicarious Experience
Verbal Persuasion
Physiological clues
http://www.emory.edu/EDUCATION/mfp/efficacy3.html
Our Panel Says…
Factors Important in the
Development of SelfEfficacy
FAMILY
Higher levels of self-efficacy develop when
parents:
Provide an environment rich in stimulation
Promote curiosity and provide for mastery
experiences
Model coping behaviors when they
experience difficult situations
Teach their children persistence
PEERS
Positive models lead to self-efficacy
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).
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.
SCHOOL
Self-efficacy beliefs tend to decline as
students advance through school (Pintrich &
Schunk, 1996) due to:
 Greater competition
Norm-referenced grading
Less teacher attention to individual student progress
Stress associated with school transitions
Lock-step sequences of instruction cause frustration
Ability grouping (negative effects on lower groups)
Social comparison
Model of Achievement
Orientation
Del Siegle
University of Connecticut -- 2000
Expect to Succeed
(Environmental Perception)
Possesses
Adequate
Skills to
Perform
the Task
Motivation
Confident in
One’s Ability to
Perform the Task
Values the Task
or Outcome
(Self-Efficacy)
(Task Valuation)
Set Realistic
Expectations
and
Implement
Appropriate
Strategies to
Successfully
Complete
Goals
(SelfRegulation)
Task Engagement
and
Achievement
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.
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.
110%
100%
100%
100%
95%
92%
90%
80%
70%
9th
10th
60%
50%
9th
11th
10th
40%
30%
20%
10%
0%
12th
11th
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.
110%
100%
92%
90%
80%
84%
75%
75%
70%
9th
60%
50%
40%
30%
20%
10%
0%
10th
10th
9th
12th
11th
11th
12th
Survey Question 3: I am certain I can accomplish my goals.
Percentage of answers either 3 or 4 by grade level
3 = moderately true and 4 = exactly true.
110%
100%
100%
92%
90%
89%
85%
80%
70%
9th
60%
10th
9th
50%
11th
20%
10%
0%
12th
12th
40%
30%
11th
10th
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.
110%
100%
92%
90%
95%
88%
77%
80%
70%
12th
60%
50%
11th
9th
20%
10%
0%
10th
11th
12th
40%
30%
9th
10th
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.
110%
100%
100%
11th
12th
100%
90%
88%
85%
80%
70%
9th
60%
50%
40%
30%
20%
10%
0%
10th
9th
11th
10th
12th
Survey Question 6: I can solve most problems if I invest the necessary effort.
Percentage of answers either 3 or 4 by grade level
3 = moderately true and 4 = exactly true.
110%
100%
100%
11th
12th
100%
90%
88%
85%
80%
70%
9th
60%
50%
40%
30%
20%
10%
0%
10th
11th
9th
10th
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.
110%
100%
100%
89%
90%
77%
80%
70%
75%
9th
9th
12th
60%
10th
11th
50%
12th
40%
30%
20%
10%
0%
10th
11th
Survey Question 8: When I am confronted by a problem, I can find several solutions.
Percentage of answers either 3 or 4 by grade level
3 = moderately true and 4 = exactly true.
110%
100%
92%
90%
88%
80%
74%
69%
70%
11th
60%
50%
20%
10%
0%
10th
11th
9th
12th
40%
30%
9th
12th
10th
Survey Question 9: If I am in trouble, I can think of a good solution.
Percentage of answers either 3 or 4 by grade level
3 = moderately true and 4 = exactly true.
110%
100%
92%
90%
88%
89%
80%
69%
70%
11th
60%
50%
12th
9th
20%
10%
0%
10th
11th
12th
40%
30%
9th
10th
Survey Question 10: I can handle whatever comes my way.
Percentage of answers either 3 or 4 by grade level
3 = moderately true and 4 = exactly true.
110%
100%
100%
90%
83%
84%
80%
70%
69%
9th
9th
60%
10th
11th
50%
40%
30%
20%
10%
0%
10th
12th
11th
12th
General Perceived Self-Efficacy: By Ethnicity
100%
90%
80%
70%
Caucasian
60%
54%
Hispanic
Asian
50%
Other
African American
40%
No Response
C
30%
24%
20%
H
11%
10%
6%
2%
0%
A
O
4%
AF
NR
General Perceived Self-Efficacy: By Grade
100%
90%
80%
70%
60%
9th
10th
11th
50%
12th
No Response
40%
35%
30%
24%
20%
10%
0%
15%
9th
10th
22%
12th
11th
4%
NR
General Perceived Self-Efficacy: By Gender
100%
90%
80%
70%
60%
Male
50%
50%
Female
46%
No Response
40%
Female
30%
20%
Male
10%
4%
0%
NR
Our Panel Says…
Exercises that promote self
efficacy
goals
m
Help students recognize that they
are learning new material and
making progress.
odels
Let students see other students,
similar to themselves, succeed.
Siegle, 2000
What a Teacher Can Do to
Promote Self-Efficacy
Schools can help students acquire higher levels of selfefficacy by covering topics such as:
choice-making
decision-making
goal setting and attainment
independence
risk-taking and safety
self-observation
self-evaluation
self-reinforcement
self-instruction
problem-solving
self-advocacy skills
leadership skills
(www.thearc.org/faqs/qu-idea-transition.html)
Our Panel on Teachers
AttitudE
bility
ffort
Let students
know that they
have the ability
to do well.
• 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 SelfEfficacy
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.
S uccess and
failure are largely
self-defined in
terms of personal
standards.
If self-efficacy is
lacking,
people tend to
behave
ineffectually,
even though they
know what to do.
Special Thanks to Our Student
Participants:
Amanda, Weslie, Dave, Tony,
Allyson, Christina and Mike
You Are Awesome!