Self Efficacy Paper

Metacognition is a complex notion that encompasses numerous mental processes in all areas of life. It is often simplistically described as “thinking about thinking.” However, there is no commonly recognized definition of metacognition. In his article “The Power of Reflection”, Stephen Fleming, a well-respected cognitive neuroscientist, agrees with the definition of metacognition given by John Flavell in 1970 as “our ability to evaluate our own thinking” (2). Fleming also accepts Flavell’s proposition that metacognition is “key to educational success”; indeed, the development of metacognitive thinking is vital in learning processes (1). Metacognition is a teachable concept, and has been proven to be crucial in education.

This kind of trauma is related in events which include physical abuse, sexual abuse, emotional abuse, neglect, witnessing domestic violence, and medical trauma. The effects of children that experience complex trauma usually have PTSD, insecure attachment and developmental disruptions. Research has indicated that trauma exposure can result in structural and functional changes in the brain. Neurobiological findings following trauma exposure include neuroendocrine dysregulation; reduction in the hippocampal, amygdala, and prefrontal cortex volume; and decrease in corpus callosum size (Kliethermes, Schacht, & Drewry, 2014). The brain cortex holds the responsibilities for the functions of memory, attention, perceptual awareness, thinking, language, and

Research shows that many brain and hormonal changes may occur as a result of early, prolonged trauma, and contribute to troubles with learning, memory, and regulating emotions. Combined with a disruptive, abusive home environment, these brain and hormonal changes may contribute to severe behavioral difficulties (“Post-Traumatic” 1).

In the same way that a healthy family system can assist an individual in becoming self-sufficient and aware; there are negative impacts that can occur when there are breakdowns in the foundation of the family. For example in families where psychological maltreatment takes place, the effects can be detrimental to the child who as a result may suffer from low self-esteem, lying, misbehavior, and underachievement in school. The impact of abuse on brain development is also profound and has been linked to a reduction in the size of the amygdala and hippocampus later on in adulthood. It is also noted that the fear, terror and stress associated with abuse may also produce permanent changes due to the overstimulation of the limbic system (Feldman, 2014).

A study of soldiers suffering from post-traumatic disorders showed that they had specific chemical imbalances in their brains that made them predisposed to the condition. Though they were exposed to the same amount of trauma as anybody else, they developed the condition. There should be more modern research on that, but the present evidence is quite convincing, as another factor is childhood trauma (Coon et al, 2010). Researchers have especially connected childhood trauma to problem drinking in adulthood. They have also proved that parenting styles have an effect on performance and anxiety disorders. For example, a person who grew up with one parent who was permissive while the other was authoritative will be more likely to develop performance anxiety. One who grew up with both authoritative parents was more likely to have anxiety disorders. All these factors are just predictors and not

Another theory that also acquires skill and knowledge through interacting with others like the constructivist learning theory is the self-efficacy theory. Bandura (1989) defined self-efficacy as “beliefs regarding one’s capabilities to organize and execute the course of action required to produce given attainment.” It determines how a person feels, thinks in addition to their motivation and behavior. The students with a high self-efficacy tend to have higher chance to overcome difficulties and challenges that they encountered and consequently lead to a higher academic achievement than the students with low self-efficacy (Zimmerman, 2000). The sense of self-efficacy that students have played a significant role in their academic motivation and

I am very appreciated your guide and comment in class today. However, I have some questions regarding the SCT theory and how to justify the mutable or non-mutable causes.

Individuals remember best when facts and skills are embedded in natural, spatial memory, real life activity, and experimental learning (Donald, 2002). Interaction of the brain with the environment suggests that the more enriched the environment, the more enriched the brain (Gardner, 1991). An enriched environment can contribute up to 25% increase in the number of brain connection both early and later in life (Wolfe, 2001). According to Cram and Germinario, (2000) every single brain is totally unique (Cram & Germinario, 2000). Threat or high stress can alter and impair learning and even kill brain cells (Wolfe, 2001). Individual’s emotions drive their attention, memory, learning, health, and meaning and are

Students’ beliefs about their academic capabilities play an essential role in their motivation to achieve, and their belief in their efficacy to exert control over their own learning and to master academic activities are determinants of their level of motivation and academic accomplishments (Zimmerman, 2000; Bandura, 1993). Students with a weak self-efficacy belief are less willing to learn, have difficulty focusing on instructional tasks and have little desire to overcome tasks that present difficulties. Students with high self-efficacy beliefs are more likely to participate readily, work harder, demonstrate resilience in the face of adversity and achieve at a higher level (Margolis et al., 2004).

The effects of stress various during the aging process, young children and the elderly are more prone to be sensitive to stress during these age periods of development. Individuals that are exposing to stress earlier in life have an increase reactivity to stress and demonstrate cognitive deficits in adulthood (Lupien et al, 2009). Production of glucocorticoids increases when stress activates the hypothalamus pituitary adrenal axis (HPA) (Lupien et al, 2009). Thus the receptors are than expressed throughout the brain; duties are to act as transcription factor in order to regulate gene expression. Whereas, glucocorticoids will than have a long term effect on the functioning of the brain. There have also been research in regards of prenatal stress that have affected the hippocampal MRs and GRs which resulted in an increase of glucocorticoid secretion in the brain (Lupien et al, 2009). There have been cases that have demonstrated when prenatal exposure to glucocorticoids can lead to an increase in adult corticotropin –releasing hormone which is located in the central nucleus of the amygdala (Lupien et al, 2009). The amygdala is an important

The General Self-Efficacy Scale (GSE) measures general expectation of self-efficacy. In contrast to the 4DSQ, the GSE assesses optimism as well as the belief that actions are responsible for successful outcomes. It contains 12 questions and a five point scale. Finally, structured interviews will be held with parents, teachers and children individually with created questions related to the ones found in the surveys/questionnaires above.

In “A Topical Approach to Lifespan Development”, written by John W. Santrock, metacognition is defined as “thinking about thinking or knowing about knowing” (p. 222). Metacognition is very important aspect of learning and development.

Metacognition is a deeper level of thinking that includes your ability to think about your thinking; how you understand, adapt, change, control, and use your thought processes (Linde). This cognitive function has shaped the way I learned and allowed me to evaluate the best ways to learn. My comprehension and memorization skills are my most relevant modes of metacognition. These skills have always led me to a successful outcome. When I listen to lectures, I am not only able to remember what was discussed but comprehend the concepts behind them. My weakest mode of metacognition is my ability to follow through with planning. I have a part time job and I have to plan around it so I can get my work done. I often disregard my weekly outline and I’m

To encourage and expand self-regulated learners is one of the chief goals of education. Development of self-regulatory abilities in school children is a forefront construct being explored in educational research. Self regulatory abilities include knowledge and regulation of metacognition. (Sperling, Howard, Miller, & Murphy, 2002). Metacognition is a psychological construct that encompasses elevated order of thinking. In simple terms, metacognition is ‘thinking about one's own thoughts’, or ‘cognizing about cognition’. Typically, metacognitive learners represent the capacity to identify, appraise and, if required, renew existing ideas(PP,

Stress, defined as a state where the homeostatic functional equilibrium is disrupted and required subsequent adaptations, is inherent, inevitable and exists in every stages of life, starting as early as the fetal stage till one’s death (Kopin, 1995). In particular, early life stress (ELS) has come to light in recent years as it is becoming increasingly prevalent and more importantly, epidemiological studies have shown that ELS increases the likelihood to develop stress-related neuropsychiatric disorders, for example, depression and post-traumatic stress disorder (PTSD) in adulthood (Gibb et al., 2007; Heim and Nemeroff, 2001; Felitti et al., 1998). This is not surprising as the exposure to ELS corresponds to the maturation period of several