Brunning Chapter 6 Beliefs About Self Bandura’s Social Cognitive Theory Reciprocal Determinism: Personal (Self efficacy Judgments) (Behavioral Performance) Enactive and Vicarious Learning: Doing it Observing Most Efficient Motivational Direct Feedback Self efficacy Outcome expectancy Environmental (Teacher Feedback) 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 Research on Student, Teacher and School Self Efficacy Student Efficacy Teacher Efficacy School Efficacy Related to: Related to: Related to: •Task engagement •Persistence •Strategy use •Help seeking •Task performance •Teaching efficacy •Personal teaching efficacy •Controlling attitudes •Sense of personal accomplishment •The use of praise •Sense of powerlessness •Stability of the student body •Students’ SES •Length of teaching experiences Bandura: •Perceived control over one’s environment Shunk: •SS = better goal setters •Ways to increase •Support administration and others •Teacher planning seeking feedback •Frequent student assessment Modeling = demonstrating while describing Important for the development of self efficacy |___________________________________________________________| Raise expectations that new skill can be mastered Motivates = If others can do, so can I Feedback is essential Meichenbaum’s Cognitive Model: •Provide rationale •Model whole procedure •Model components •SS practice parts •SS practice whole •SS self directed performance Provides Information on how a new skill is formed Peer models most efficient Self-Regulated Learning Theory is the ability to control all aspects of human learningfrom planning to evaluation Metacognition Knowledge about cognition Regulation of Best strategy = select & monitor Strategy Use Motivational control Encode Ability to set goals Represent Evoke beliefs Use Adjust emotionally to Retrieve demands ______________________________________________________________________ Self regulated learners are intellectually independent!!!! Implications for improving self efficacy: 1. Increase student awareness of the self efficacy concept 2. Use expert and non-expert modeling 3. Provide feedback 4. Build self efficacy rather than reduce expectations The Attributional Process = How individuals explain events in their lives Outcome Evaluation Affective Responses: Pride & confidence Anger, shame & guilt Attributional Responses: Locus of control Stability Controllability Behavioral Responses: Engagement & Persistence vs. withdrawal Attributional Retraining: 1. Individuals are taught how to identify undesirable behaviors (task avoidance) 2. Attributions underlying avoidant behavior are evaluated 3. Alternative attributions are explored 4. Favorable attribution patterns are implemented • 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 Motivation Intrinsic: Behaviors are engaged for their own sake Extrinsic: Behaviors are performed to achieve an externally prized consequence Another distinction: 1. Self-determined actions (actions chosen for intrinsic reasons)…without pressure 2. 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 * Tasks * Teacher expectations * Student expectations * Evaluation * Rewards 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 • Student expectations – 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 • 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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