Courtney Bray Cathe Nutter Texas Tech University SelfEfficacy definition A persons belief in hisher ability to perform a particular task or activity It is NOT selfesteem it is NOT ego ID: 632168
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Slide1
Song of Myself
Self-Efficacy and the Suspension Student
Courtney Bray
Cathe
Nutter
Texas Tech UniversitySlide2
Self-Efficacy – definition
A person’s belief in his/her ability to perform a particular task or activity.
It is NOT self-esteem; it is NOT ego.
It
is confidence in one’s ability or understanding.Slide3
Self-Efficacy – where does it come from?
Four sources of information:
Performance accomplishment
Vicarious experiences
Verbal
persuasion
Physiological statesSlide4
Performance accomplishments
show far stronger results than other sources of self-efficacy. Performance accomplishments key on personal mastery, making it extremely influential in perceived ability. Success breeds success; failure, failure. As important, repeated success limits the impact of any subsequent failure. A student’s success in a particular activity will produce positive consequences that help the student overcome any setback.Slide5
Vicarious experience
, a form of observational learning, can increase a person’s belief in self performance, thereby providing some improvement in performance. Observed behaviors must show consequences to be effective in self-efficacy of the observer. Slide6
Verbal persuasion
produces results, although these results are weaker than those gained from performance accomplishments because persuasion does not provide an experiential awareness. However, “people who are socially persuaded that they possess the capabilities to master difficult situations and are provided with provisional aids for effective action are likely to mobilize greater effort than those who receive only performance
aids.”Slide7
Physiological states
linked to emotional arousal
relate
to anxiety. People tend to link anxiety to low performance. By focusing on thoughts concerning a previous lack of adequate performance, people can increase their anxiety levels far above the actual performance situation.
In
other words, people can think a situation worse than it actually was. Anxiety arousal can be virtually eliminated through experienced mastery or successful performance. Slide8
Self-efficacy – why does it matter?
Students with stronger self-efficacy perform better and persist longer in a variety of academic behaviors and activities (
DeWitz
, Woolsey, and Walsh, 2009
).
In
other words, college students, even those with a history of academic failure, persist longer, are retained longer, if they believe in their ability to succeed, to graduate.
Self-efficacy
beliefs shape a myriad of choices people make, including academic choices.Slide9
Self-efficacy – where does it show?
Cognitive – what I
know
Motivational – why I want to do
something
Affective – what I
do
Selection – how and why I choose.Slide10
Self-efficacy -- how do we assess?
Erlich
and Russ-
Eft
(2011) identify ways self-efficacy constructs can be applied to academic advising interactions.
Advising through observational learning, guided mastery, and cognitive modeling teaches students how to address academic questions through all of Bandura’s four sources and
“could help students understand how to handle future decisions, moving them toward greater self-regulation in applying more complex academic-planning strategies” (p.10). Slide11
Self-efficacy -- how do we assess?
By
actively incorporating the four sources of self-efficacy into advising programs and activities, advisors could create an academic plan for guiding students to higher self-belief while encouraging students to practice forethought, performance, and self-reflection (
Erlich
& Russ-
Eft
, 2011). Slide12
Self-efficacy scales…
Self-efficacy
measures perceived capabilities and should therefore be phrased as “can do” rather than “will do.”
Questions should center around a student’s judgment of capability, not self-esteem or locus of control
.
Self-efficacy focuses on ability to execute a given performance, and should be differentiated from performance outcome expectation.
A 100-point scale divided into increments of 10 will allow for measurable changes in measurement but will also help maintain reliability and sensitivity of the scores
.Slide13
Self-efficacy statement, an example
“Please rate how certain you are that you can learn to use study skills
.”
The item measures perceived ability and ignores performance indicators, locus of control language, and directive or judgmental language such as “will” or “should.”
Slide14
Reframe
ReframeSlide15
Of the solutions you identified above, rate your confidence in your ability to complete each one.
Self-Efficacy of Solutions
Solution
:
My belief in my ability to perform:
I believe I can use the Learning Center for math tutoring.
1
4
7
10
I believe I can tell my friends no.
I
believe I can learn to use a planner.
I believe I can learn note-taking strategies.
Slide16
Self-efficacy
Self-efficacy scales
should measure what they purport to measure
,
namely the ability to perform a particular task.
But
they should also have discriminative and predictive validity
.
People who score high on perceived self-efficacy should differ in distinct ways from those who score low. That means we should see a difference between those with high self-efficacy and others. This difference becomes the basis of future research and literature.Slide17
Self-efficacy, a goal for advising
Academic advisors who manage efficacy-based retention programs for the previously suspended will have research data, hypotheses, and valuable information for the advising profession with a well-constructed, well researched efficacy scale. Slide18
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