Did Classroom Instruction Build Self-Efficacy?

Spring Quarter 2016 was my first time taking classes on campus at SPSCC. As an older student, I have learned to appreciate school whereas years ago, I would not have cared. When I registered for Psych 116 it was mainly because of the reviews left on the Rate My Professors website. Every student left a rave review for Amanda Ybarra and I knew that I needed to take a class with a teacher who actually cared for not only the curriculum but the students. School is the only outlet I’ve had over the past few months. I’ve been using it to hide from the relationship I have with my boyfriend. The hostility in my relationship often leads to a violent environment for myself and this class has opened my eyes to what is needed in healthy relationships.

Having self-efficacy in the workforce reminds me of the spiritual aspect of my life. I was taught to walk by faith, believing in what I cannot see yet, striving toward a certain mark, knowing that through Christ, where my allegiance of faith lies, I will accomplish whatever I set out to do. Having self-efficacy attaches ownership to individuals making them accountable and also allowing a person to use self-efficacy as a beacon to succeed. In starting a new job, you may not have the confidence in accomplishing the task of the new job starting, yet, you have prior experience that you are capable of doing it in time. Your self-efficacy will stand against any doubt or disbelief of succeed reminding you of your past experiences. It

Piaget was the first to create a systematic study of cognitive development, and although he did not specifically relate his theory to education others have gone on to do so. This has had many implications in

Consequences are the acquired skill and self-confidence created by a successful change in behavior affecting a positive change in outcomes. Through the practice of self-efficacy one can increase their confidence, desire, willingness to act, risk taking of new behaviors, and pride in their outcomes. Failures in these areas due to lost opportunities or hesitancy to actively change behaviors and try new activities will result in a low self-efficacy.

There are various definitions of teacher self-efficacy. For instance, Grant (2006) stated “Teacher self- efficacy is the belief a teacher holds that he or she will be successful in the classroom and make a difference in the lives of students”. Ross and Bruce (2007:50) have defined “… efficacy is a teacher's expectation that he or she will be able to bring about student learning”.

Jean Piaget had a very long career that included many ideas on how to teach children effectively and how children learn. One of his very popular theories was peer learning. Piaget believed that students should be a part of the learning process. The goal was to create independent thinkers who can work together to solve problems. According to this concept, teachers should be mentors in the learning process, designing lessons that are designed at various difficulty levels, specific to each student. Peer learning is most successful in classrooms where trust and respect have been successful (De Lisi 2002). Campbell (2006) stated, “Piaget 's most obvious accomplishment is overcoming the dichotomy between Nature and Nurture. In 1997 there is a cliché among developmental

Self-efficacy composes of three (3) dimensions and these are magnitude, strength and generality. A magnitude wherein it pertains to the level how peak or low the task is for the person that is to be taken; strength to know how strong and how that person deals with problems in a determined and effective way; and generality wherein the outcomes are generalized along the situation. There are ways for everything to be successful or ways to get what they really want to achieve. Also, there are ways on how you’ll improve your self-efficacy (from Margolis and Mc Cabe, 2006) 1.) Use moderately difficult tasks. If one activity is just a piece of cake, particularly in school, students will think that it is boring for they’re not challenge; they will think that they can do it anytime and anywhere. Also, the teacher cannot express the ability that they have because the activity is way too easy. But when the activity is difficult, it says that it will help strengthen our confidence, because we are exerting too much effort to finish the task, and because you’ll be determined and challenged. 2.) Use peer models. Join and be informed to the people you know that are successful, maybe they can be your friends, family, loved ones, people you see joining in contests, articles that you read through social media and etc. You’ll gain self-efficacy here, because you are imitating someone that you know to yourself that you can do also; that you can be successful. 3.) Teach specific learning

The behavior that I want to change is the amount of sleep I get on the weekdays. My goal is starting September 1, 2017, I want to get 8 hours or more of sleep every weekday until the end of the Fall 2017 school semester. This SMART goal has been very hard to maintain when I don’t have a solid self-efficacy plan, motivation, confidence, and better self-awareness of what I will intentionally try to accomplish every day.

A Field-based Observation of Self-Efficacy and the Issue of New Job Expertise in the Current Economic Recession

Discuss Piaget’s 4th Stage of Cognitive Development. Give an example of an academic activity for an adolescent student, which would exercise the student’s abstract thinking skills. State the subject matter and the age of the adolescent – such as Literature activity (15 year olds). Also explain how activity will enhance the student’s “affective” domain of education.

The plethora of research surrounding the self-efficacy theory across various discipline and settings continues to receive support by researchers and scholars with an increase in interest in recent years to find correlations between self-efficacy beliefs and student achievement. In studying self-efficacy, researchers have found a relationship between the degree of self-efficacy and academic success resulting from families influence in shaping students through social modeling (Bandura, 1997; Roosa, O’Donnell, Cham, Gonzales, Zeiders, Tein, Knight, & Umana-Taylor, 2012), students’ self-evaluation of perceived academic self-efficacy which influences academic goal setting (Zimmerman, Bandura, Martinez-Pons, 1992) and the role it plays students’ expectations in career and life success (Kim, 2014). The increase in research, primarily in the area of academic achievement and attainment gap has contributed to the advancement of Bandura’s self-efficacy theory as the means to explore other explanations to the existing attainment gaps. Through exploration of the factors affecting the degree of self-efficacy, the sources of self-efficacy, and the role it plays in the academic setting has improved our understanding of the theory itself. Some of the existent research in self-efficacy affirms the pivotal role families play in the degree of self-efficacy because family impact the sources from which self-efficacy is developed (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). In some

At school, it is important to know what we expect from a child because Piaget (1896 – 1980) focuses on the process of children’s thinking not just its

Exercise has been known to increase focus and concentration, It has been found to improve mental health (Taylor, Sallis & Needle, 1985). Gender is defined as the behavioural, cultural and social attributes associated with sex (Colman, A.M., 2015).

Certain employees are more motivated by others since they have achieved an element of self-efficacy, whereby they can to achieve optimum performance by putting the right amount of energy towards the same. This aspect most often than not comes from an immense form of experience in which people continuously do a given exercise to an extent that they gain well acquainted with the job and, therefore, able to deliver high-quality jobs in return (Colquitt et al., 2014). Some employees are also highly motivated as compared to others because they have a higher form of expectancy in that they do have a strong belief that they stand to achieve more by doing what they are engaged in with much of clarity and determination. Such employees will, therefore, carry out their duties with a high level of enthusiasm because they have a positive alignment towards the work that they have been accorded. Such individuals will also show an element of imitativeness and innovativeness since they are self –challenged and can create decisive actions that are likely to be of significant benefit to the organization that they are working for.

Self-efficacy is the belief that someone has the inherent ability to achieve a goal. A student who has a high self-efficacy allows himself to believe that he can be successfully academically.(Bozo & Flint, 2008) He believes that a challenging problem is a task that can be mastered This student is more committed to work in the classroom. (Schunk,1991). On the other hand, a student who has a low level of self-efficacy is likely to be academically motivated. He is more likely to avoid a task that is difficult, give up, make excuses, or lose confidence in his abilities (Margolis & McCabe, 2006). This failure becomes a self-fulfilling prophecy. Teachers need to find ways to motivate these students by increasing their self-efficacy.