Inviting Self-Efficacy

1. 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

2. Meet Julie…

3. Quotes by Bandura

4. We are more heavily invested in theories of failure, than of theories of success.

5. Nurture shapes nature

6. Once established, reputations do not easily change.

7. General Perceived Self-Efficacy SurveySchwarzer & 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

8. More Quotes by Bandura

9. People not only gain understanding through reflection, they evaluate and alter their own thinking.

10. Self-appraisals are influenced by evaluative reactions of others.

11. Meet our Panel Tony Dave Christina Weslie Allyson

12. And Our Moderator Amanda

13. Panel situations

14. 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

15. 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 A question of being/feeling (Can I do this?) (Who am I? How do I feel?) http://www.emory.edu/EDUCATION/mfp/efficacy6.html

16. 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.

17. 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

18. Where it comes from: • Personal Past Experiences of Mastery • Vicarious Experience • Verbal Persuasion • Physiological clues http://www.emory.edu/EDUCATION/mfp/efficacy3.html

19. Our Panel Says…

20. Factors Important in the Development of Self-Efficacy

21. 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

22. 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.

23. 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

24. Set Realistic Expectations and Implement Appropriate Strategies to Successfully Complete Goals (Self-Regulation) Possesses Adequate Skills to Perform the Task Model of Achievement Orientation Del Siegle University of Connecticut -- 2000 Expect to Succeed (Environmental Perception) Task Engagement and Achievement Motivation Confident in One’s Ability to Perform the Task (Self-Efficacy) Values the Task or Outcome (Task Valuation) 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.

25. Student Survey Results

26. 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 60% 10th 9th 11th 11th 12th 50% 10th 12th 40% 30% 20% 10% 0%

39. Our Panel Says…

40. Exercises that promote self efficacy

41. g oals Help students recognize that they are learning new material and making progress. m Let students see other students, similar to themselves, succeed. odels Siegle, 2000

42. What a Teacher Can Do to Promote Self-Efficacy Schools can help students acquire higher levels of self-efficacy 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)

43. Our Panel on Teachers

44. AttitudE Let students know that they have the ability to do well. bility ffort • Compliment students on specific skillsthey 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

45. How Parents Can Promote Self-Efficacy

46. Our Panel on Parents

47. Meet Christina and Mike…..

48. Our Panel on Julie

49. JULIE - CONCLUSION • 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?

50. 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