Albert Bandura Self-Efficacy - PowerPoint Presentation

Slide1

Albert BanduraSelf-Efficacy

Gabby Drong and JP FasoneSlide2

Background

Born in 1925 in Alberta, CanadaStudied at University of British Columbia and University of Iowa

Working at Stanford University since 1953

1997 published

Self-Efficacy: The Exercise of Control Slide3

Self-Efficacy

A persons belief in their capacity of perform a particular taskMajor role in how one approaches goals, tasks, and challenges

Four different processes of self efficacy: cognitive, motivational, selection, and affectiveSlide4

Cognitive Process

Organized through thought Envision scenarios that will take place based on their actions

If high self-efficacy, they will set higher goals and believe they can be reached

Self doubt will lead to unachieved goalsSlide5

"People who regard themselves as highly efficacious act, think, and feel differently from those who perceive themselves as inefficacious. They produce their own future, rather than simply foretell it.”

-Albert BanduraSlide6

Motivational Process

Three theories of motivation Attribution- attributing failure to either lack of talent or practice

Expectancy value- people do things because it gives them something they want

Goal theory- self-efficacy determines what type of goal will be setSlide7

Affective Process

“personal control over thought, action, and affect”Way a person feels about their ability to cope

Applies to stressful or uncomfortable situationsSlide8

Selection Process

People are products of their environmentChoosing a specific environment affects self-efficacy

“by selecting their environment...they have a hand in what they become”Slide9

Self-Efficacy in School

“school functions as the primary setting for the cultivation...of cognitive competencies”classroom structure plays a large role

Way the teacher, peers, and parents react to the student is important to the students judgment of self-efficacySlide10

Adolescent Self-Efficacy

Periods of turmoil, such as puberty, affect self-efficacyLargely dependent on peers and environment

Relationships with others, self-image, and mindset all affected Slide11

Hypothesis

We decided to focus on the cognitive process in our study

Students given questions to measure how well they believed they could respond to scenarios

Our hypothesis was that the older they were, the higher self-efficacy students would have.Slide12

Our Study

We administered a survey of 21 questions to freshman through seniors in high school Students chose from 1 (Not at all) to 5 (Very Well) for their answers

Specific questions correlated with academic, emotional, and social self-efficacy Slide13

Location and Students

Public school in suburbs of Chicago, IllinoisDiverse students

Survey taken by both males and females

Four different classes took the survey- one for each gradeSlide14

Academic Self-Efficacy

How well can you get teachers to help you when you get stuck on homework?How well can you study when there are other interesting things to do?

How well can you study a chapter for a test?

How well do you succeed in finishing all your homework every day?

How well can you pay attention during every class?

How well do you succeed in understanding all subjects in school?

How well do you succeed in satisfying your parents with your schoolwork?Slide15

Social Self-Efficacy

How well can you express your opinions when other classmates disagree with you?How well can you become friends with other peers?

How well can you have a chat with an unfamiliar person?

How well can you work with your classmates?

How well can you tell other peers that they are doing something that you don’t like?

How well can you tell a funny event to a group of peers?

How well do you succeed in staying friends with other peers?Slide16

Emotional Self-Efficacy

How well do you succeed in cheering yourself up when an unpleasant event has happened?How well do you succeed in becoming calm again when you are very scared?

How well can you prevent nervousness?

How well can you control your feelings?

How well can you give yourself a pep talk when you feel low?

How well can you tell a friend that you don’t feel well?

How well do you succeed in suppressing unpleasant thoughts?Slide17

DataSlide18

Results

Class

Number of Students

Academic

Social

Emotional

Freshmen

40

N/A

N/A

N/A

Sophomore

8

+ 3.929%

+ 2.428%

+

5.358%

Junior

28

- 9.132%

+

0.765%

-

1.632%

Senior

10

+8.919%

+ 2.786%

+ 1.633%Slide19

Limitations

Only 4 classes took the survey, and each had a different number of studentsOnly able to do 4 random classes- it would have been better to choose a specific class (for example, English) across the board for each grade

Each teacher has a different style of teachingSlide20

Changes We Would Make

Compare self-efficacy of students in AP classes to regular classes Specify directions- some students did not answer every question

Take results from classes only taught by the same teacherSlide21

Nature vs Nurture

Nature

Nurture

BanduraSlide22

Bibliography

Bandura, A. (1994). Self-efficacy. In V. S.

Ramachaudran

(Ed.),

Encyclopedia of human behavior

(Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.],

Encyclopedia of mental health

. San Diego: Academic Press, 1998)

https://www.uky.edu/~eushe2/Bandura/BanEncy.html

Bandura, A. (1997).

Self-efficacy: The exercise of control

. New York, NY: W. H. Freeman and Company.

Bandura, Albert, and Richard H. Walters.

Social Learning and Personality Development

. New York: Holt, Rinehart and Winston, 1963. Print.

Crain, W. C. (2011).

Theories of development: Concepts and applications

(Sixth ed.). Boston, MA: Pearson.