Self-Efficacy
Now I am starting a new Blog Series for the EXPLORATION in MATHEMATICS and PHYSICS.
This study investigates the relationship between mathematical performance and mathematics/Physics self-efficacy, attitudes toward mathematics/physics.
What is Self-Efficacy ?
Self-efficacy is a psychological concept that refers to your confidence in successfully navigating a situation and overcoming potential obstacles. Self-efficacy affects every aspect of our lives. From believing we can drive our car to work to sitting down and working through a deep problem once we arrive. Yet few of us recognize the power it commands. However, once you learn to systematically develop your self-efficacy at work, you can chart a path towards more confidence, focus, and motivation.
Psychologist Albert Bandura coined the term self-efficacy in 1977 to describe a person’s belief in their ability to overcome obstacles and find success in a given situation.
Why it is important for Students?
Self-efficacy is commonly defined as the belief in one's capabilities to achieve a goal or an outcome. Students with a strong sense of efficacy are more likely to challenge themselves with difficult tasks and be intrinsically motivated. These students will put forth a high degree of effort in order to meet their commitments, and attribute failure to things which are in their control, rather than blaming external factors. Self-efficacious students also recover quickly from setbacks, and ultimately are likely to achieve their personal goals.
Tips to improve self-efficacy for struggling students
·
Use moderately- difficult tasks
If the task is too easy will be boring or embarrassing and may communicate the
feeling that the teacher doubts their abilities; a too-difficult task will
re-enforce low self-efficacy. The target for difficulty is slightly above the
students' current ability level.
·
Use peer models
Students can learn by watching a peer succeed at a task. Peers may be drawn
from groups as defined by gender, ethnicity, social circles, interests,
achievement level, clothing, or age.
·
Teach specific learning strategies
Give students a concrete plan of attack for working on an assignment, rather
than simply turning them loose. This may apply to overall study skills, such as
preparing for an exam, or to a specific assignment or project.
·
Capitalize on students' interests
Tie the course material or concepts to student interests such as sports, pop
culture, movies or technology.
·
Allow students to make their own
choices
Set up some areas of the course that allow students to make their own
decisions, such as with flexible grading, assignment options or self-determined
due dates.
·
Encourage students to try
Give them consistent, credible and specific encouragement, such as, "You
can do this. We've set up an outline for how to write a lab report and a
schedule for what to do each week - now follow the plan and you will be
successful."
·
Give frequent, focused feedback
Giving praise and encouragement is very important, however it must be credible.
Use praise when earned and avoid hyperbole. When giving feedback on student
performance, compare to past performances by the same student, don't make
comparisons between students.
·
Encourage accurate attributions
Help students understand that they don't fail because they're dumb, they fail
because they didn't follow instructions, they didn't spend enough time on the
task, or they didn't follow through on the learning strategy.
If you think you can do it, you might be able to. If you know you can do it, you will.
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