Self Efficacy Paper

Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process

Wood, M.D, et. al (2007). Brief motivational intervention and alcohol expectancy challenge with heavy drinking in college students: A randomized factorial study. Addictive Behaviors, 32(11), 2509-2528. doi:10.1016/j.addbeh.2007.06.018

The concept of interest is self-efficacy. This began in 1977 with Bandura’s social learning theory that was renamed social cognitive theory in 1986, of which self-efficacy was one of the major concepts of his theory. Self-efficacy makes a difference in how people will feel, think, behave, and motivate themselves. A low sense of self-efficacy can be associated with stress, anxiety, depression, and feelings of helplessness. Such individuals also have low self-esteem and become pessimistic about their accomplishments and personal development. In thinking terms, a strong sense of efficacy facilitates cognitive processes and performance in a variety of settings, including the quality of decision-making and academic achievement. When it comes to behavior, self-efficacy can be said to influence people’s choice of activities as self-efficacy levels can foster or decrease a person’s motivation. People with high self-efficacy approach difficult tasks as challenges and do not try to avoid them. People’s self-efficacy beliefs determine their level of motivation, as reflected in how much effort they will

While the development of resilience during the period of adolescence has spawned a multitude of studies, there remains an extremely limited number of papers on its relationship with other psychological variables. Bozkus (2017) aimed to address this gap in the literature through the use of a more complex research model, which yielded the following results: (1) that resilience has a moderately positive correlation with self-determination along with self-efficacy; (2) that self-determination has a weakly positive correlation with self-efficacy; and (3) that resilience fully mediates the relationship between self-determination and self-efficacy. Resilience then eared the recognition of being an "important and valuable skill" that must be focused on if one wishes to increase self-efficacy through self-determination. These backgrounds, findings, and implications are also seen in a variety of pieces on neuro-biological development with regards to

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.

Bandalos, Yates, and Thorndike-Christ (1995) developed a scale to measure perceived statistics self-efficacy with seven items that represented tasks involved in learning statistics. The items asked students to respond how often they felt they would be successful on 7 tasks including ‘constructing graphs’ and ‘getting information from research articles’ on a 10 point Likert scale ranging from ‘Never’ to ‘Always’. Taking the 7 items of self-efficacy that were developed by the authors and the 7 items of the math self-concept scale that was developed by Benson (1989) together, Bandalos, Yates, and Thorndike-Christ (1995) conducted an exploratory factor analysis and found that the results clearly separated statistics

Self-efficacy beliefs not only involve the exercise of control over action but also the self-regulation of various personal determinants of learning, such as thought processes and motivation (Bandura, 1997). According to Caprara, Barbaranelli, Pastorelli, and Cervone (2004), self-regulatory self-efficacy concerns peoples’ perceptions for relating their actions in accord with personal norms when they are faced with peer pressure for engaging in antisocial conduct. It has been found that good self-regulators do better academically than poor self-regulators (Zimmerman & Schunk, 1989), and that those students who are considered good self-regulators use their own performances as a guide for assessing their self-efficacy (Schunk,

Self-efficacy convictions are an authoritative part of human inspiration and conduct and moreover impact the activities that can influence one's life.

Researchers who study self-regulation suggest that learners who set goals, enlist cognitive and metacognitive strategies, and manage their learning environments are more likely to display higher task motivation and to experience academic success than those who do not (Klassen , Krawchuck, Lynch, & Rajani, 2008). Other research claims that academic self-efficacy also is a predictor of future academic performace when academic self-efficacy is also operationalized as study skills and behaviours (Putwain, Sander, & Larkin, 2013). While other researchers claim that it is the feedback which affects the self-efficacy, the majority agree that it is the changes in the study skills which will produce the greatest change. Students with disabilities do

In “Self-Efficacy and Theory” the “Bandura's social learning theory” is discussed. Self-efficacy is defined as a person’s belief in themselves and their capability of performing a task and is considered as a main element in the “Bandura” theory. The three dimensions of ‘self-efficacy’ that are mentioned include magnitude, strength and generality. Moreover it is important that behavior is measured correctly in the analysis of efficacy and should be adapted to the topic being studied and to tasks whilst increasing the difficulty of the task. The four main keys that influence self-efficacy are enactive mastery, vicarious experience, verbal persuasion and emotional (physiological) arousal; these keys provide important data however self-efficacy

Tracy, Hinkin, Tannenbaum, and Mathieu (2001) explained that managerial support influenced self-efficacy by the way that personal and professional relationship between them can send a strong message about the value and importance of training. Self-efficacy can be increased through a supervisors verbal encouragement (Noe, 2008). Thus, supervisor can play a role in enhancing training self-efficacy of trainees. Research has indicated some potential sources of social support, including top management, supervisors, peers, and subordinates (Baldwin & Ford, 1988; Goldstein, 1986; Noe 1986; Noe & Schmitt, 1986). Of these social support sources, Facteau et al. (1995) found only supervisory support to be positively related to training motivation, indicating

Self-efficacy is also described as a student’s belief about their own abilities. In Abe Flannigan’s (2017) PowerPoint he describes the self-efficacy theory as, “our ability to perform a task or action influences our motivation to do so.” Since the student is already not interested in the subjects and also not behaving during the lessons he is not doing well understanding the material. Since he doesn’t understand the material, he doesn’t believe he will be able to do it all. This also affects his motivation to try and learn the concepts. The student’s lack of self-efficacy in these subjects may also be affect by the student’s past experiences, modeling, or psychological factors. For example, if the student has never succeeded in math, it leads him to believe that he will never succeed. Or, if the student sees another who he looks up to, such as a sibling or another classmate, who also does not enjoy history, then that student will have low motivation to try in history as well. Lastly, in some circumstances, if math problems give the student anxiety it may affect how confident they feel in the subject. It would be helpful for the student, if teachers, parents, and older students gave him words of encouragement during these

My goal was to transform my belief from limiting to supporting in order to succeed in my studies. The elements that would bring me there and increase my self-efficacy were: increasing my level of positivity and lowering my stress level.

SELF –EFFICACY: Self-efficacy looks at an individual’s belief in his or her capability to accomplish behaviors necessary to produce specific performance attainments. Self-efficacy reflects confidence in the ability to use control over one 's own motivation, behavior, and social environment. These self-evaluations influences all manner of human experience, including the goals for which people strive to, and the amount of energy spent toward goal achievement. The concept of self-efficacy is essential to psychologist Albert Bandura’s social cognitive theory, which “emphasizes the role of observational learning, social experience, and reciprocal determinism in the development of personality” (Bandura, 1977). According to Bandura, a person’s attitudes, abilities, and cognitive skills includes what is known as the self-system. This system plays a major role in how we perceive situations and how we behave in response to different situations, self-efficacy plays an essential part in this self-system.

Another important component of Bandura's social cognitive theory is the use of a self-regulatory process one holds the ability to obtain control over their individual actions. These thoughts, emotions, and motives are tailored to obtain personal goals (Piotrowski, 2005, p. 787). In addition, self-efficacy plays a key role in self-regulation. It concerns a person’s perception of their own capabilities towards success in control or actions in an event (Piotrowski, 2005, p. 789). It is a belief over a behavioral change, functioning as a source of influence in the motivation, thought processes, and feelings in a way that they are either supporting or deterring to one’s self (Piotrowski, 2005, p. 789). Through a high self-efficacy, one is willing to take on challenging circumstance where success increases a person’s perception. However, where an accomplishment enhances efficacy, failure lowers one’s ability to excel preventing them in attaining self-confidence. A further look into social cognitive self-efficacy expectations differs from those of outcome expectancies. A person’s belief that they have the ability to bring about this outcome is self-efficacy. While the outcome expectancy is in behavior that will bring about the outcome (Piotrowski, 2005, p. 788).