TEAM BUILDING TO ENHANCE
STUDENT CONFIDENCE AND EFFORT
SESSION 3.3
Presentation by:
Dr. Shawn Watters
Dr. Terri Duncko
SELF-EFFICACY
• judgment regarding one’s ability to succeed at
a specific goal
– determined by past successes and failures
as well as social and parental influences
FACTORS THAT IMPACT SELF-EFFICACY:
• Successful Experience - Success builds a strong belief that
you can do it. Repeatedly handling difficult situations will
build a sense of "I can do it".
• Modeling - We get a boost from watching others who are
similar to us succeed "If s/he can do it, then so can I".
FACTORS THAT IMPACT SELF-EFFICACY:
• Feedback from Others - Positive encouragement gives
us the sense that we are capable
• Physiological - Watching how 'uptight' we are feeling
gives us feedback as to whether we think we are
capable or not - e.g. clammy hands and butterflies in the
tummy may cause us to think "I can't do this"
SELF-EFFICACY QUIZ
IF I KNEW I WASN’T GOING TO DO WELL AT A TASK, I
PROBABLY WOULDN’T DO IT, EVEN IF I MIGHT LEARN
A LOT FROM IT.
1.
2.
3.
4.
5.
6.
Strongly Agree
Mostly Agree
Agree
Disagree
Mostly Disagree
Strongly Disagree
ALTHOUGH I HATE TO ADMIT IT, I SOMETIMES WOULD
RATHER DO WELL IN A CLASS THAN LEARN A LOT.
1.
2.
3.
4.
5.
6.
Strongly Agree
Mostly Agree
Agree
Disagree
Mostly Disagree
Strongly Disagree
IF I HAD TO CHOOSE BETWEEN GETTING A GOOD GRADE
AND BEING CHALLENGED IN CLASS, I WOULD CHOOSE …
1. “good grade”
2. “being challenged”
YOU HAVE A CERTAIN AMOUNT OF INTELLIGENCE AND
YOU REALLY CAN’T DO MUCH TO CHANGE IT.
1.
2.
3.
4.
5.
6.
Strongly Agree
Mostly Agree
Agree
Disagree
Mostly Disagree
Strongly Disagree
YOUR INTELLIGENCE IS SOMETHING ABOUT YOU
THAT YOU CAN’T CHANGE VERY MUCH.
1.
2.
3.
4.
5.
6.
Strongly Agree
Mostly Agree
Agree
Disagree
Mostly Disagree
Strongly Disagree
CHECK THE SENTENCE THAT IS MOST TRUE FOR YOU.
1. I usually think I’m intelligent.
2. I wonder if I’m intelligent.
CHECK THE SENTENCE THAT IS MOST TRUE FOR YOU.
1. When I get new work in school, I’m usually
sure I will be able to learn it.
2. When I get new work in school, I often think
I may not be able to learn it.
CHECK THE SENTENCE THAT IS MOST TRUE FOR YOU.
1. I’m not very confident about my intellectual ability.
2. I feel pretty confident about my intellectual ability
FIXED MINDSET
– Must look smart at all costs
• Easy low-effort successes
• Out-performing others
• Effort, difficulty, setbacks, or higher-performing peers
call their intelligence into question.
– Requires a diet of easy successes.
– Challenges are a threat to self-esteem.
– Will pass up valuable learning opportunities if it might
reveal inadequacies or entail errors.
– Readily disengage from tasks that pose obstacles.
GROWTH MINDSET
– Intelligence is not fixed, something we possess but can
cultivate through learning.
– With effort and guidance, everyone can increase their
intellectual abilities.
– Sacrifice opportunities to look smart in favor of learning
something new.
– What makes them feel smart?
• Engaging fully with new tasks
• Exerting effort to master something
• Stretching their skills
• Putting their knowledge to good use.
• Effort and learning
• Easy tasks waste their time rather than raise their selfesteem
REFERENCES
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth
Publishers.
• Dweck, C. (2007). Mindset: The new psychology of success. New York: Ballantine
Books.
• Dweck, C. (1999). Self-theories: Their role in motivation, personality, and
development. Philadelphia, PA: Psychology Press.
• General Self-Efficacy Questionnaire:
http://www.drjenna.net/checklists/positive_psych/self_efficacy_quest.pdf
• Leadership-and-Motivation.com: http://www.leadership-and-motivationtraining.com/self-efficacy.html