Personal Self-Effectiveity And Academic Beliefs

Bandura has studied self-efficacy, which is the extent or strength of one’s belief in one’s own ability to complete tasks and reach goals. Self-efficacy can affect all types of behaviors like academics, social and recreational. A child might have the ability to accomplish a task, but if they do not feel like they are capable of doing so, then they may fail or may not attempt the task. For example, in a study difficult math problems were given to children with

Bandura focused on perceived self-efficacy, which he defines as a belief in one’s own capability to organize and execute the course of action required to attain a goal. (Bandura, 1977).

Do students feel confident about themselves succeeding? Does it have to do with the type of mindset they have? I declare that students with a fixed mindset don’t believe in themselves for success but they believe to rather “care so much about how smart they will appear that they often reject learning opportunities ― even ones that are critical to their success” this is why I believe that students who believe this have a fixed mindset (Dweck 2). Besides a person who has a fixed mindset is to believe to look smarter than they actually are.

Three of which include, his or her cognition towards situations, his or her emotional status, and the decision-making process of that individual. Self-efficacy affects an individual’s cognition towards a situation due to the fact that a person’s view can greatly influence the outcome of that situation. Therefore, thinking in an optimistic manner can be beneficial, whereas thinking in a negative manner towards a circumstance can be detrimental. Self-efficacy can affect the emotional status of an individual, in that a resilient sense of self-efficacy enables an individual to recognize that it is normal for him or her to feel discouraged in certain situations, and this transpires in a determination to persevere and turn the outcomes of his or her circumstances into success. The manner in which self-efficacy affects an individual’s decision-making process is that it facilitates the individual to recognize that there is always a choice for choosing the way he or she will experience a certain situation or circumstance. In summation, the concept of self-efficacy pioneered by Albert Bandura elucidates that through an individual mastery of his or her thoughts emotions and decisions with the guidance of past circumstances he or she will be able to recognize the ability to shape the outcomes of his or her situations and circumstances. Therefore, the concept of self-efficacy has proven to be a paramount dynamic in the positive field of psychology regarding the prerequisite for behavior

Virtually all people can identify goals they want to accomplish, things they would like to change, and things they would like to achieve. However, most people also realize that putting these plans into action is not quite so simple. Bandura and others have found that an individual’s self-efficacy plays a major role in how goals, tasks, and challenges are approached.

High schools are tasked with adapting to the ever growing demands of society. Some schools prepare young scholars to become productive citizens, while others allow students to fall through the system, the intentions of most high schools are to increase young learners’ self‐esteem and self‐efficacy. (Awé & Bauman, 2012) Self-esteem and self-efficacy are two developmental roles that correlate in regards to “resilience” in at‐risk youth. (Gavin, 2013) Studies of urban African American and Latino youth found that esteem and efficacy can mitigate negative behaviors and boost academic outcomes. (Gavin, 2013) This may be the answer to increasing schools effectiveness in regards to college readiness. With test driven school systems, student may become overwhelmed with learning the material rather than working on their self- esteem and self-efficacy. (Awé & Bauman, 2012) In regards to a high school students’ preparedness for college, one must ponder the

This fear of failure stemmed from my childhood, I was often compared to my brother whom excelled at everything that he touched. Over time I did not believe that I could compete with him and even if I could I felt as if my parents would figure out a way to make him better no matter what. Survival for me at that point was to show no iniative therefore there would be no expectations and the comparisons would stop.

According to Zimmerman (2001), Bandura firstly pointed out that the influences of self-efficacy on academic performance is measured by the level of difficulties of the task, the generality of the task, and the strength of believe to perform. To illustrate, Bandura records the types of tasks and the level of difficulties together with the strength of self-efficacy will be influenced the difficulty of the tasks. In other words, the perceived self-efficacy only make sense when the task and the difficult level are provided. Furthermore, according to Zimmerman (2001), the generality of the tasks is very low because the self-efficacy is very sensitive to environmental influences. That is, when self-efficacy aims at a specific task, it does not fit other tasks.

The self-efficacy theory traces to psychologist Bandura’s social cognitive theory (1986) which defines self-efficacy as a person’s belief in one’s abilities to succeed in particular situations or accomplish tasks and goals. Research suggests that self-efficacy directly affects motivation and persistence and therefore the type of goals and expectations individuals will set for themselves (Bandura, 2012; Kim, 2014). The degree of self-efficacy powers students goal orientation which translate into effort and academic performance and a predictor for academic attainment. Consequently, any factors affecting self-efficacy can have a profound effect in students’ academic endeavors. Although self-efficacy is influenced by socioeconomic factors (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001), researchers have found that self-efficacy can be enhanced and regulated which is of importance because self-efficacy follows them throughout their education thus influencing their academic performance (Caprara, Fida, Vecchione, Del Bove, Vecchio, Barbaranelli, & Bandura, 2008).

The characteristic of self-determination and the ability to exceed preconceived standards are how we, as a society, are able to continue moving forward. My personal drive is what has given me the capacity to perform well in my academics as well as all other aspects of my life. There are several factors which have contributed to my academic performance including sibling rivalry, academic organizations, extracurriculars, and past job experience.

Self-efficacy is a situational form of self-confidence, underlined by the belief that one can perform within a certain situation (Zimmerman, 2000). Self-efficacy has a significant impact on how people feel, think, behave, and motivate themselves. A characteristic of an individual with high self-efficacy is that they develop stronger intrinsic interest, and focus in activities (Bandura, 1994). People who possess high self-efficacy have been shown to, on average, learn and achieve more than those with low self-efficacy, "even when actual ability levels are the same" (Ormrod, 2008, p. 137).

This essay will describe the essential aspects of a self-directed, intrinsically motivated, active learner. It will also identify two areas of personal strength and two areas of personal weakness in being a self-motivated and engaged student. The essay will also include five personal growth strategies how I will implement these five personal growth strategies. The development plan will evaluate the success and accountability aspect of the five planned personal growth strategies.

Self-awareness in professional development and academic progression helps a person to become more competent in future achievements. Self-awareness is the state in which a person identifies, processes and holds information about themselves (Morin, 2011). In terms of my personal professional development and academic progression I will incorporate Gibbs reflective model (Gibbs,1988) which will be used to structure my reflection.

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

Low performing students have always struggled with self-confidence and achieving success in the classroom. Self-regulated performance or performance effort is largely a student responsibility; various external factors have been shown to affect it. These factors often tend to vary as function of the student’s self-beliefs in his or her competence to perform (Tuckman & Sexton, 1991). Working in groups also appears to enhance the performance of this average group while engaging in goal setting seems to motivate those with low perceived self-competence (Tuckman & Sexton 1991).