Self Efficacy: 8.2.3 Effects On Self-A

In this chapter, Rivera outlines and describes three existing theories: Bandura’s Theory of Self-Efficacy, Vygotsky’s Constructivist Theory, and Social Interdependence Theory. She also refers to multiple sources and explains their opinions about these theories. She goes one step further to clarify how these theories directly correlate with her research topic.

This study was conducted as a quantitative, randomized control trial, using repeated-measure design. The 111 participants were given sealed envelopes determining whether they were apart of the Self-Efficacy and Outcome Expectation Enhancement group (SEOPE) or the Attention-Controlled group, thus justifying this as

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

Harper Lee was a southern gothic novelist who was born on April 28, 1926 in Monroeville, Alabama. Harper Lee grew to love English literature during her high school years. Harper Lee graduated high school in 1944, and continued her education at the Huntingdon College for women located in Montgomery, Alabama. Later on, Harper Lee transferred to the University of Alabama located in Tuscaloosa, Alabama, and began law school. During the summer, after being a year into law school Harper transferred to Oxford University in England as an exchange student.

The use of role play is a viable instructional strategy used across a wide range of grade levels, even into college and university (Springer, et al, 1999). Role playing can help students see problems and solutions from different perspectives, which is critical to understanding the human behavior of people during transactions of all types, including meetings.

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.

Many of the theories are similar to each other in the sense that they use many of the same constructs. One of the many repeating themes in the theories is the idea of self-efficacy. Self-efficacy is agreed to be an important

Research has indicated different potential sources of social support, including upper management, supervisors, peers, and subordinates (Goldstein, 1986; Baldwin & Ford, 1988; Noe 1986; Noe & Schmitt, 1986). Some evidence is found for the notion that supervisory support influences self-efficacy. When there is a personal and professional relationship between an employee and manager, self-efficacy is affected in a way that they can guide clear messages about the value and importance of training (Tracey, Hinkin, Tannenbaum, and Mathieu, 2001). In other words, self-efficacy can be enlarged through a supervisors verbal encouragement (Noe, 2008). Accordingly, supervisors can play a role in enhancing training self-efficacy of trainees.

Figure 1 displays the mean participant assertiveness scores in comparison with both the treatment and control groups. Figure 2 is derived from this, where the bar graph represents the mean results of both groups. Where the treatment group yielded mean results of 33.4 as compared to 29.2 in the cognitions questionnaire, this is similarly reflected in the behaviour questionnaires in which the treatment group also achieved a higher mean score of 34.3 as compared to 31.55 in the control group. This can be interpreted as supporting the hypothesis, as evidently, from these results, observing an assertive roleplay is beneficial in gaining assertiveness, where the treatment group is compared to the control group mean scores in each questionnaire, evidently the independent variable has an influence.

Some authors consider it to be a type of interactive simulation that teachers use to involve students and develop their understanding as in role-play the participants act the role of a character in a particular situation (Lean, Moizer, Towler, & Abbey, 2006). Also, according to Van Hasselt et al., (2005), this learning technique helps develop active-listening skills, social problem-solving skills and demonstration of emotional empathy. Brummel et al., (2010) states that students appreciate the role-play practice because it catches their attention as well as motivates them to learn and expand their knowledge about the situation and how to resolve it in different ways. One of the most popular approaches to role-plays in the “Role-Switch” model, which consists in learning from the inside out as the person takes the role of another person in order to understand their thoughts and actions. Another tactic is called “Almost Real Life” in which a person role-plays an experience as close as possible to the real situation in order to apply his skills in a pretended safe atmosphere. From Kettula and Berghäll (2012) point of view, there are two different approaches to role play: unstructured/ developmental and structured/method-centered. The first approach is used to deal with justly complex settings and it is related to learning attitudes and motivations while structured/ method- centered focus more in

Teaching the students self-efficacy they will be capable of performing a task or managing a situation. Some student with high self-efficacy believes they can reach their goals, but some student’s may set unrealistic goals, and experience failure and frustration.

Supporting self-efficacy means the practitioner instills hope and strengthens SU’s self-efficacy by highlighting their past successes, skills and strengths that the SU already has to make a change (Droppa & Heeyoung, 2014). For example, a SU used to consume

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

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).

self-efficacy (Chen, et al., 1998). Rational decision making processes require a lot of time for