Self-Efficacy In High School

Results from participants’ scores on self-efficacy showed significant improvements in both groups over time, but no significant differences were observed between groups. It was therefore concluded that the VW training and the F2F training were equally effective in impacting the self-efficacy of the participants.

At Dodge City High School I was in many activities such as The Pride of Southwest Kansas, varsity tennis, drill team, enriched learning, and many other honors classes, I was even the president of the decoration committee my junior year. After my sophomore year I added another egg to my basket, and was hired at my first job. With my first job I helped my mom by getting my own phone, paying for the bill, and buying my own items and necessities. But with all these activities and work, I started to get tired, but more than anything, I got lazy, and careless. I started to spend more time procrastinating and doing things last minute. I started showing up late to class which led to not even showing up at all. At this point in my life, everything was going down hill. I got dismissed from drill team, I went from first chair in the band, to dead last, and my grades reflected my attendance. I pushed everything to the side and blamed it on “senioritis”. I thought I was doing everything right and I did what I wanted, but it wasn't until I got called down to the office for a meeting, that I realized that I was putting to shame every effort and all the time my mom spent on raising

I am a senior in high school in small town North Carolina. I am 17 years old, and I am motivated, self-reliant, and resolute. I have worked hard my entire life to exceed the expectations of my teachers, parents, and peers. Until this point, I thought I had succeeded. Apparently, I did not do well enough…

What my transcript tells about me is that I am an average student with grades that are far from perfect and grades that are far from bad. Although my grades aren’t stellar i can confidently say that they don’t necessarily reflect who I am as a person, they also do not reflect any of my abilities or skills that I have. Looking at these grades now make me realize that if I had put forward a little more effort and not slacked off like i did they would be a whole lot better. My grades don’t show an accurate presentation of my talents, skills, gifts, etc because throughout my four years of highschool I never took many things seriously i would turn in mediocre work which explains my mediocre grades.

Until I began high school, I wasn't interested in trying to understand my academic potential. Like many people, I accepted that I was not suited for scholastics and didn’t put effort into my studies. I glided by in my early teens, and my mediocre grades reflected my indifference for school. By the time middle school ended, my grades had fluctuated so much that my teachers recommended me for normal-level classes. As an underachiever, I was fine with the demotion from honors classes, but chose not to tell my parents about my having authorized it. I did confess later, when I was much older, and as I guessed, they were not as amused as I was. Even then, they knew what I was capable of. Fortunately, after approving the termination of my high-level

In this article a study was done at the University of Calgary to measure how well self efficacy works in a classroom. They measured two types of outcome efficacy; proximally and distally, the overall teacher's performance, feedback given from teachers to students, and how positive or negative the student felt about the feedback. The students answered a 30 question-questionnaire covering the four issues. The result found that both types of outcome efficacy were highly related to motivation, but feedback from teachers have little effect on students performance.

This PSA was designed and implemented during the height of the HIV/AIDS crisis in the United States. Considering the stigma, confusion, and fear surrounding the transmission of the HIV virus, many major organizations neglected to communicate the dangers of the virus or effective methods of reducing viral transmission. According to the Extended Parallel Processing Model (Witte, 1994) proposes that in self-efficacy and response efficacy are necessary features of fear appeals in order to effect behavior change. The concept of self-efficacy refers to the message receiver’s perceived ability to adopt a health behavior—that he or she has the power to enact a behavior change. Response efficacy refers to the receiver’s perception that their adopted

Mediocrity is the perfect word to sum up my high school experience. Going into my freshman year of high school, I had no future aspirations. Life was bland; my main focus was to make it through the school day with the least effort possible. It wasn't until the end of my sophomore year that I realized the magnitude of my decision of not taking school seriously. I thought my future was ruined before it even started because of my abysmal GPA. It was for this reason that I decided to take school more seriously. I took a total of seven Advance Placement classes in my junior and senior years and never fell below a 3.5 cumulative GPA. The world opened up to me, and many opportunities presented themselves. It wasn't until it was time to apply to colleges

Guthrie and others (as cited in Worakitsawat, 2007), described reading self-efficacy as one’s beliefs in one’s own capabilities to read several types of challenging texts and books, and in having confidence in one’s own reading skills. They defined the following eight characteristics of self-efficacy for reading:

Personality is considered a fairly stable pattern of psychological behavior (thoughts, feelings, and actions) and influences how one will act in response to diverse circumstances (Quinn, Faerman, Thompson, & McGrath, 2003). Personality does not determine behavior; behavior arises in a context, such as work. According to (Berens et al., 2001), “personalities reflect the requirements of the contexts as well as our innate tendencies and how we have adapted to these contexts over time”. In other words, an individual’s behavior is determined by the requirements of the situation. "Efficacy beliefs do not share the major properties ascribed to personality traits" (Bandura, 1997). While self-efficacy is not

You wrote this letter back when you were beginning your career in art education. This letter is to remind you of the importance of maintaining a high sense of self-efficacy. When reading the assignment I fell in love with the word, "self-efficacy." This word mean a lot to you because you became aware of the difference between what high self-efficacy and what low self-efficacy means. You remember going through school how much you didn't like or enjoy your art teachers. Even though this was the case you continued to pursue your passion for learning and teaching art.

Highschool-me didn’t act like he gave a damn about any sort of self improvement. My grades were nothing worth talking about, and I often avoided doing so. Looking back, I feel like I was intellectually stagnated for 4 years. Throughout those four years, I still harbored a love for science. I’d never been physically fit, so the thought of becoming empowered by another means was very enticing to me. Despite my shortcomings and lack of self discipline, I decided to pursue molecular biology. Honestly, the notion seemed pretty farcical to me. Regardless, I had to get letters of recommendation make an attempt to obtain the schooling I would need.

The contemporary articles that will be presented within this review of the literature need to be interpreted in a similar manner in order to fully understand how they interconnect. As expressed previously by Wigfield and Guthrie (1997), it is common knowledge that reading motivation is multifaceted in nature. Students can be motivated by several influences such as social pressure, ability, self-efficacy, interest, purpose, challenge, ethnicity, and socio-economic status (Baker & Wigfield, 1999; McKenna et al., 1995; Wigfield & Guthrie, 1997). Due to the nature of the topic within this review of the literature, motivation will be considered to be affect by a collective self-efficacy theory. Historically a forerunner in the psychological field of self-efficacy is Albert Bandura. His work focused on self-efficacy affecting the amount of effort exerted on an activity for a duration of time (Bandura, 1977). Specifically, perceived self-efficacy is described as an individual’s on perceptions of their ability to be successful when completing a task (Bandura, 1977). This idea of self-efficacy has been reflected in all of the three exemplar articles as being lower in boy readers than girl readers (Baker & Wigfield, 1999; McKenna et al., 1995; Wigfield & Guthrie, 1997). Bandura (1977) extended his theory of self-efficacy to additionally be affected by social comparison experiences. In respect to social compliance, males have been studied to be influenced on

Limitations: Small sample size, discrepancies in testing measures, interventions not completed within 8 week time allocation, not randomized, inadequate testing environment

Throughout the last decade, several studies have been conducted with Bandura’s (1986; 1989,1994;1997) foundation and understanding that factors other than skill mastery influence academic performance, more specifically self-efficacy. These studies have been conducted with high school and college students as the subjects across the nation. A recent study conducted by Kim (2014), assessed the influence of family background, involvement and expectations in students’ self-efficacy by using data collected through the Educational Longitudinal study of 2002; the sample consisted of 26 students selected from each of the 580 public schools and 172 private schools. The sample consisted of 15% Hispanic and 50.7% female students. The study was conducted to determine how family background, involvement, and expectations influenced self-efficacy and in turn students’ career and life success expectations. The theoretical framework examined two hypotheses “(a) that family background, including family income, parental advice about academic planning for postsecondary education, and parental expectations for their child’s postsecondary education, will positively predict student academic self-efficacy; and (b) that students’ academic self-efficacy will positively predict career and life success expectations (Kim 2014, p. 399).” The data was first coded followed by a missing value analysis of the variables and a model test statistic to evaluate the model fit. According to Kim (2014) the findings