The Importance Of Self-Efficacy In The Classroom

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Bandura (1997, cited from Walker, 2010) discussed four contributors that can enhance the level of self-efficacy and upgrade students’ motivation directly and indirectly. Firstly, mastery experiences, these actual experiences of success and failure in the past. They are most strongly influential to higher self-efficacy belief. For example, an individual would feel more confident of doing the similar tasks well if he or she experienced amount of success in the past in the same areas. Because of these successful experiences, learners have higher expectations of self-efficacy and believe themselves have abilities and skills of continually performing well. Secondly, vicarious experiences associated with the observation of others, is also a powerful source for improving higher level of self-efficacy belief. A person’s self-efficacy will become higher if the observers with similar qualification and situations can handle them efficiently. Conversely, it will not matter the individuals’ self-efficacy belief if the observers’ abilities are too high to replicate. Also, it is helpful to strengthen self-efficacy that if people with different levels of qualification can succeed in a task. Therefore, for teachers and caregivers, it is essential to observe some role models’ experiences which are around the children’ ability domain or to supply achievement examples from various academic backgrounds. Thirdly, verbal persuasion also influences self-efficacy. By encouraging verbally, students
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