Disertation Defense Presentation
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This document summarizes a study on how self-efficacy relates to students graduating high school. It used a multi-phase mixed methods design including surveys, academic data analysis, and interviews. The study found correlations between academic performance and self-efficacy factors like motivation, time management, goal setting, and experiences influencing self-efficacy like role models and encouragement. Educators should be aware of practices affecting student self-efficacy positively or negatively as it strongly influences student persistence.
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Disertation Defense Presentation
- 2. Theoretical Frameworks Social Cognitive Theory Constructivism Self-Efficacy
- 4. Limitations & Quality One State One District Many Voices
- 5. SELF-A SELF-A Valid ANOVA None Self-Efficacy Correlations None Score Range: 57-201 .
- 6. Academic Data Correlations were found between grades and standardized assessment scores (whew), but not between any academic data and self-efficacy.
- 8. Interviews – Step 1 Vicarious Experiences Enactive Attainment Verbal Persuasion
- 9. Interviews – Step 2 Self Regulation Verbal Persuasion Enactive Attainment Vicarious Experience Motivation Goal Setting Time Management
- 10. Findings •Motivation •Time Management •Goal Setting •Stressors •Relevancy •Distractions •Physiological State •Verbal Persuasion •Vicarious Experience •Enactive Attainment •Learning •Academic Support •Completion •Role Models •Encouragement Positive Influences Sources of Self - Efficacy Self Regulation Negative Influences
- 11. Implications for Practice Self-efficacy has a powerful effect on student persistence. Educators need to be aware of practices that can affect student self-efficacy positively or negatively. Self-efficacy is constructed personally by each individual over time.
- 12. Final Thoughts “People who regard themselves as highly efficacious act, think, and feel differently from those who perceive themselves as inefficacious. They producetheir own future, rather than simply foretell it.” ~Bandura, 1986, p. 395
Editor's Notes
- Persons who have a strong sense of efficacy deploy their attention and effort to the demands of the situation and are spurred by obstacles to greater effort. ~Bandura, 1986, p. 394
- Stemming from social learning theory, social cognitive theory relies heavily on the concept of learning indirectly through modeling (Bandura, 2000; Gladden, 2002). Further developments in social cognitive theory have suggested that learning will most likely occur if there is close identification between the observer and the model and if the observer also has high self-efficacy (Bandura, 1986; Pajares, 1996). Bandura’s social cognitive theory (1986) defines self-efficacy as the belief in our ability to succeed in specific situations. This concept of self-efficacy is at the center of Bandura’s social cognitive theory, which emphasizes the role of observational learning and social experience on development. Self-efficacy can play a major role in how students approach goals (Zimmerman, Bandura, & Martinez-Pons, 1992), as well as tasks and challenges (Zeldin & Pajares, 2000). I theorize it is through these interactions with self and others that individuals construct themselves as learners. Social constructionism is primarily concerned with explaining the processes people use to describe, explain, or otherwise account for the world (Gergen, 1985). The social constructivist view of learning consists of three broad principles. The primary principle is that each individual forms his or her own representation of knowledge and as a result, there is no single, correct representation of knowledge (Harris & Graham, 1994; von Glasersfeld, 1996). Self-efficacy can be described as individuals' belief in themselves as “producers of experiences and shapers of events” (Bandura, 2000, p. 75). Psychologist Albert Bandura (1986) has defined self-efficacy as an individual’s belief in his or her ability to succeed in specific situations. He goes on to say “among the different aspects of self-knowledge, perhaps none is more influential in people's everyday lives than conceptions of their personal efficacy” (Bandura, 1986, p. 390). One must not confuse self-efficacy with self-esteem. “Perceived efficacy is a judgment of capability; self-esteem is a judgment of self worth. They are entirely different phenomena” (Bandura, 2006b, p. 309).
- The SELF-A measured what it was suppose to measure (.894 Cronbach's Alpha inter-item correlation). There was no significant variance between self-efficacy and race, gender, or school attended. (Compare Means / ANOVA) There were no significant correlations between self-efficacy and grades, credits earned, or standardized test scores. A bivariate correlation is a statistical test that measures the association or relationship between two continuous/interval/ordinal level variables. This test will use probability and tell the researcher the nature of the relationship between the two variables, but not the direction of the relationship in the sense of describing causality.
- Two variables are functionally related when variations in the values of one are systematically associated with variations in the values of the other. Relationships between variables have both direction and strength. Direction – positive, negative, or indeterminate Strength – the magnitude of the association
- Obstacles: (1) personal behaviors, (2) lack of support, (3) time management, (4) other people, (5) unexpected events, (6) poverty, and (7) denial Strategies: (1) internal change, (2) situational change, (3) received help, and (4) passive SELF-A Quartiles: (1) 57-123, (2)124-144, (3)145-164, and (4) 165-201 with the standard error of mean being 2.805.
- What people think, believe, and feel affects how they behave. The natural and extrinsic effects of their actions, in turn, partly determine their thought patterns and affective reactions (Bandura, 1986, p. 25).
- Students’ self-efficacy in high school is affected greatly by the vicarious experiences learned through peer relations, particularly from peers most like the student himself (Bandura, 2006a, 1995). That is why it is vital that students are exposed to positive “like peers” during schooling. This can have ramifications in special education placements, desegregation efforts, and course placements as well as in disciplinary policies such as expulsion (Bandura, 2006a; Bandura, Blanchard, & Ritter, 1969). Though not as effective at increasing self-efficacy as decreasing it, physiological states can have a very powerful effect on learning. Schools should go to some efforts to decrease stressors in the school environment and counselors should be trained to support students who suffer from academic anxieties such as math and test anxiety. Alternative ways of knowing and expressing knowledge in the classroom such as alternative assessments, performance based assessments, and project-based learning (Bandura, 1986, 1995). Verbal persuasion can be an effective enhancer of student self-efficacy when students are already near performing to the targeted level, but can turn into a stressor if the student’s competence level is far from the requirements of the task. Verbal persuasion is most effectively used to destroy self-efficacy and has been shown to have detriment results after single instances of its use (Bandura, 1986). School districts and administrators should work relentlessly to remove teachers who practice destructive verbal persuasion from the classroom as soon as possible, regardless of the extensive work such a removal requires. Teachers should also be aware of how powerful their words can be and should be extensively trained to understand their potential ramifications across cultures and socioeconomic backgrounds. Enactive attainment, the strongest sources of self-efficacy is not easy to orchestrate in a school setting (Bandura, 2006a). Because of its personal nature, requiring students to work just above their current mastery level, it is often dismissed as too difficult to accomplish in schools, despite the research expounding on the rewards. Resent legislation requiring adequate progress for all children, however has reignited an interest in personalized education. Multi-Tiered Systems of Support (MTSS) have begun to spring up in schools across the country. The premise of the model, providing differentiated instructional levels of support to all students, both academically and behaviorally, is a step in the right direction. Not often topic of current discussion, helping students find their own instructional level and engaging them in self-directed learning, may prove even more effective at increasing students’ academic self-efficacy and school success.