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Brunning Chapter 6 Beliefs About Self
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Bandura’s Social Cognitive Theory
Reciprocal Determinism: Self efficacy Outcome expectancy Personal (Self efficacy Judgments) (Behavioral Performance) Environmental (Teacher Feedback) Enactive and Vicarious Learning: Self Efficacy: Judgment of one’s ability to perform a task within a specific domain…It depends on: Task difficulty Generality of one’s self efficacy Strength of one’s efficacy judgments Doing it Observing Most Efficient Motivational Direct Feedback
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Research on Student, Teacher and School Self Efficacy
Student Efficacy Teacher Efficacy School Efficacy Related to: Task engagement Persistence Strategy use Help seeking Task performance Bandura: Perceived control over one’s environment Shunk: SS = better goal setters Teaching efficacy Personal teaching efficacy Controlling attitudes Sense of personal accomplishment The use of praise Ways to increase Support administration and others Teacher planning seeking feedback Frequent student assessment Sense of powerlessness Stability of the student body Students’ SES Length of teaching experiences
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Modeling = demonstrating while describing
Important for the development of self efficacy |___________________________________________________________| Motivates = If others can do, so can I Raise expectations that new skill can be mastered Provides Information on how a new skill is formed Feedback is essential Peer models most efficient Meichenbaum’s Cognitive Model: Provide rationale Model whole procedure Model components SS practice parts SS practice whole SS self directed performance
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Self-Regulated Learning Theory is the ability to control all aspects of human learningfrom planning to evaluation Metacognition Strategy Use Motivational control Knowledge about Encode Ability to set goals Regulation of Represent Evoke beliefs Use Adjust emotionally to Best strategy = select & monitor Retrieve demands ______________________________________________________________________ Self regulated learners are intellectually independent!!!! cognition Implications for improving self efficacy: Increase student awareness of the self efficacy concept Use expert and non-expert modeling Provide feedback Build self efficacy rather than reduce expectations
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Behavioral Responses:
The Attributional Process = How individuals explain events in their lives Outcome Evaluation Attributional Responses: Locus of control Stability Controllability Affective Responses: Pride & confidence Anger, shame & guilt Behavioral Responses: Engagement & Persistence vs. withdrawal Attributional Retraining: Individuals are taught how to identify undesirable behaviors (task avoidance) Attributions underlying avoidant behavior are evaluated Alternative attributions are explored Favorable attribution patterns are implemented
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Implications: Improving Student Attributions
Discuss the effects of attribution with students Help students focus on controllable causes Help students understand their emotional reactions to success and failure Consider alternative causes of success and failure Be mindful of inadvertent low ability clues Autonomy and Control Important for students’ success in the classroom It is related to motivation
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Control in the Classroom
Motivation Intrinsic: Extrinsic: Behaviors are Behaviors are engaged for performed to achieve their own sake an externally prized consequence Another distinction: Self-determined actions (actions chosen for intrinsic reasons)…without pressure Controlling actions (internal or external pressure to conform to a set standard or to meet particular expectations) Functional significance is the perception of why an action takes place Control in the Classroom Factors: * Materials * Teacher expectations * Evaluation * Tasks * Student expectations * Rewards
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Control in the Classroom
Nature of the Materials Too difficultcontrolling environment Materials can be difficultgrammatical complexity, lack of prior knowledge, little time, don’t know “effort” Interestingness (?) Task constrains Perceived it to be autonomy producing or controlling Task difficulty (moderate difficulty) Problem…how to increase task difficulty in homogeneous group Pace and variability of the task-->active = intrinsic Problem solving engagement Prior expectations of the task Teacher expectations Performance oriented feedback vs. information oriented feedback Controlling vs. non-controlling conditions Teachers form expectations based on external knowledge of the childnot on their interest Proactive vs. reactive teachersprepare vs. intervene rewards
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Student expectations Evaluation Rewards
Beliefs about self efficacy and control Desired control (improvement) and perceived control (good academic achievement) Students have a choice of materials and in-class tasks Proximal and distal goals Evaluation Norm-referenced evaluationextrinsic motivation Criterion-referenced evaluationintrinsic motivation Comments are important Teaching dealing with errorsinformational value of errors! Private vs. public evaluations Rewards Informational Controlling They decrease intrinsic motivation
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Implications – Student Autonomy
Meaningful choices Evaluate teacher and student expectations Minimize extrinsic rewards Incorporate CRM Provide intrinsically motivating reasons for performing task Group discussion: What is the relationship between self efficacy and outcome expectations? What is the role of the principal in the growth of teacher efficacy? Why are beliefs so important for motivation? Give a strategy to increase task difficulty in an homogeneous group. What is the impact of self efficacy beliefs and students’ control of the environment?
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