song of myself
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Song of Myself. Self-Efficacy and the Suspension Student. Courtney Bray Cathe Nutter Texas Tech University. Self-Efficacy – definition. A person’s belief in his/her ability to perform a particular task or activity. It is NOT self-esteem; it is NOT ego. - PowerPoint PPT PresentationTRANSCRIPT
Song of MyselfSelf-Efficacy and the Suspension Student
Courtney BrayCathe NutterTexas Tech University
Self-Efficacy – definition
A person’s belief in his/her ability to perform a particular task or activity.
It is NOT self-esteem; it is NOT ego.
It is confidence in one’s ability or understanding.
Self-Efficacy – where does it come from?
Four sources of information:
Performance accomplishment
Vicarious experiences
Verbal persuasion
Physiological states
Performance accomplishments show far stronger
results than other sources of self-efficacy. Performance
accomplishments key on personal mastery, making it
extremely influential in perceived ability. Success breeds
success; failure, failure. As important, repeated success
limits the impact of any subsequent failure. A student’s
success in a particular activity will produce positive
consequences that help the student overcome any setback.
Vicarious experience, a form of observational
learning, can increase a person’s belief in self
performance, thereby providing some improvement in
performance. Observed behaviors must show
consequences to be effective in self-efficacy of the
observer.
Verbal persuasion produces results, although these
results are weaker than those gained from performance
accomplishments because persuasion does not provide
an experiential awareness. However, “people who are
socially persuaded that they possess the capabilities to
master difficult situations and are provided with
provisional aids for effective action are likely to mobilize
greater effort than those who receive only performance
aids.”
Physiological states linked to emotional arousal relate
to anxiety. People tend to link anxiety to low
performance. By focusing on thoughts concerning a
previous lack of adequate performance, people can
increase their anxiety levels far above the actual
performance situation.
In other words, people can think a situation worse than it
actually was. Anxiety arousal can be virtually eliminated
through experienced mastery or successful performance.
Self-efficacy – why does it matter?Students with stronger self-efficacy perform better and persist longer
in a variety of academic behaviors and activities (DeWitz, Woolsey,
and Walsh, 2009).
In other words, college students, even those with a history of
academic failure, persist longer, are retained longer, if they believe
in their ability to succeed, to graduate.
Self-efficacy beliefs shape a myriad of choices people make,
including academic choices.
Self-efficacy – where does it show?
Cognitive – what I know
Motivational – why I want to do something
Affective – what I do
Selection – how and why I choose.
Self-efficacy -- how do we assess?Erlich and Russ-Eft (2011) identify ways self-efficacy constructs can be applied to academic advising interactions.
Advising through observational learning, guided mastery, and cognitive modeling teaches students how to address academic questions through all of Bandura’s four sources and “could help students understand how to handle future decisions, moving them toward greater self-regulation in applying more complex academic-planning strategies” (p.10).
Self-efficacy -- how do we assess?
By actively incorporating the four sources of self-efficacy
into advising programs and activities, advisors could
create an academic plan for guiding students to higher
self-belief while encouraging students to practice
forethought, performance, and self-reflection (Erlich &
Russ-Eft, 2011).
Self-efficacy scales…Self-efficacy measures perceived capabilities and should therefore be phrased as “can do” rather than “will do.”
Questions should center around a student’s judgment of capability, not self-esteem or locus of control.
Self-efficacy focuses on ability to execute a given performance, and should be differentiated from performance outcome expectation.
A 100-point scale divided into increments of 10 will allow for measurable changes in measurement but will also help maintain reliability and sensitivity of the scores.
Self-efficacy statement, an example
“Please rate how certain you are that you can learn to use study skills.”
The item measures perceived ability and ignores performance
indicators, locus of control language, and directive or judgmental
language such as “will” or “should.”
Reframe
Reframe
Of the solutions you identified above, rate your confidence in your ability to complete each one.
Self-Efficacy of Solutions
Solution: My belief in my ability to perform:
I believe I can use the Learning Center for math tutoring.
1 4 7 10
I believe I can tell my friends no.
I believe I can learn to use a planner.
I believe I can learn note-taking strategies.
Self-efficacy
Self-efficacy scales should measure what they purport to
measure, namely the ability to perform a particular task. But they should also have discriminative and predictive validity.
People who score high on perceived self-efficacy should
differ in distinct ways from those who score low. That
means we should see a difference between those with
high self-efficacy and others. This difference becomes
the basis of future research and literature.
Self-efficacy, a goal for advising
Academic advisors who manage efficacy-based retention
programs for the previously suspended will have research data,
hypotheses, and valuable information for the advising profession
with a well-constructed, well researched efficacy scale.
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