Self-Efficacy - Success Is a State of Mind
Did you know?
Self-efficacy strengthens personal performance and well-being in many ways (Pajares & Schunk, 2001).
Self-regulated learners “take responsibility for successes and failures, are intrinsically interested in the task, and have a high self-efficacy, which together lead to greater effort and persistence” (Gaskill & Woolfolk Hoy, 2002, p. 194).
Low self-efficacy, rather than low ability, is more likely to cause academic difficulties, course avoidance, lower school interest, and diminished achievement (Hackett, 1995; Schunk & Ertmer, 2000).
Failure can have either motivational or disruptive effects, depending upon the student’s beliefs about the failure and his or her subsequent self-talk (Margalit and Zak, 1984; Purkey, 2000).
"If you think you're beaten, you are;
If you think you dare not, you don't;
If you'd like to win, but think, you can't
It's almost a cinch you won't.
If you think you will lose, you're lost;
For out in the world we find,
Success begins with a fellow's will,
It's all in the state of mind. "
–Walter D. Wintle, "The Man Who Thinks He Can"
Often our success or failure in an endeavor has much to do with our sense of self-efficacy in that area. Self-efficacy is the belief that we have the ability to succeed in a given area. The beliefs we hold about our ability have a powerful influence on us and can enhance our success or be a detriment to our motivation. These beliefs are developed over time through our experiences, our successes, our failures, and through the messages we receive from others.
We can have a strong sense of self-efficacy in one area and a low sense of self-efficacy in another. For example, I may have a strong sense of self-efficacy in my ability to research a topic for class and a low sense of self-efficacy when it comes to driving in ice and snow. If I get an “A” on a research paper my sense of self-efficacy is enhanced in this area. On the other hand, if I have an accident in a snow storm, my lack of self-efficacy, as it relates to driving in bad weather, is reinforced.
We can enhance our success by noticing the areas in which our self-efficacy is low and then work to change our mind set. Likewise, our students can benefit from identifying areas of low self-efficacy and work to change their beliefs in their abilities and the “I can’t” mind set.
Tips for enhancing self-efficacy in your students
Be aware that self-esteem and self-efficacy are different. A student can have healthy self-esteem and still struggle with self-efficacy in a particular area.
Create a “Can Do!” board where students can post skills they have mastered.
Ask students to list areas in which they have success and areas in which they struggle, so they become aware of where a change in mind set is needed.
Model hard work and positive self-talk.
Ask students to create statements that turn around negative self-talk.
Praise effort and persistence rather than intelligence and grades.
Banish “I can’t” from your classroom.
Encourage students to attribute their success to effort and not luck or level of difficulty.
Divide content into small chunks, provide more time, require more practice, and celebrate small successes.
Differentiate instruction and provide support for students who struggle.
Work collaboratively with students to set realistic goals.
Gaskill, P.J., & Woolfolk Hoy, A. (2002). Self-efficacy and self-regulated learning: The dynamic duo in school performance. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 185-208). San Diego, CA: Academic.
Hackett, G. (1995). Self-efficacy in career choice and development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 232-258). New York: Cambridge University Press.
Margalit, M., & Zak, I. (1984). Anxiety and self-concept of learning disabled children. Journal of Learning Disabilities, 17, 63-78.
Pajares, F., & Schunk, D.H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex.
Purkey, W.W. (2000). What students say to themselves: Internal dialogue and school success. Thousand Oaks, CA: Corwin Press.
Schunk, D.H., & Ertmer, P.A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions.
In M. Boekaerts & P.R. Pintrich (Eds.), Handbook of self-regulation (pp. 631-649). San Diego, CA: Academic Press.
Source: The above tips are based on PLS's graduate course Successful Teaching for Acceptance of Responsibility® For more information see "Featured Onsite Graduate Course" to the right.
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