This document discusses factors that influence learning, including self-concept, self-efficacy, and self-regulation. It defines self-concept as one's self-image and self-efficacy as one's belief in their ability to succeed. Psychologist Albert Bandura identified four ways self-efficacy affects behavior: choice of activities, goals, effort/persistence, and learning/achievement. Self-regulation refers to directing one's thoughts and actions towards goals and involves setting standards, self-observation, self-judgment, and self-reaction. Technology can increase learner motivation by boosting self-efficacy as students develop expertise using various tools.

1. Motivational and
Affective Factors That
Influence Learning
Presented by: Angelica Grace Galwardo

2. Self-Concept and Self Efficacy
Self efficacy is a concept similar to self-
concept but with an important
distinction. It describes the belief that
one is capable of executing behaviour or
performing tasks successfully and is an
essential driving force of human nature.

3. Psychologist Albert Bandura has defined self-efficacy as
one's belief in one's ability to succeed in specific
situations. One's sense of self-efficacy can play a major
role in how one approaches goals, tasks, and challenges.
Self Concept is an important term for both social
psychology and humanism. This is the most basic part of
the self-scheme or self-concept; the sense of being
separate and distinct from others and the awareness of the
constancy of the self” (Bee, 1992).

5. A. Self Concept
Is the cognitive or thinking aspect of self
(related to one’s self image) and generally
refers to “the totality of a complex,
organized, and dynamic system of learned
beliefs, attitudes and opinions that each
person holds to be true about his or her
personal existence” (Purkey, 1998)

6. Components of self concept
• Physical aspect of self-
concept
• Academic self-concept
• Social self-concept

7. Physical aspect of self – concept
relates to that which is concrete:
what we look like, our sex, height,
weight, etc.: what kind of clothes we
wear, what kind of car we drive;
what kind of home we live in; and
so forth

12. Academic self – concept relates to how
well we do in school or how well we
learn. There are two levels: a general
academic self –concept of how good we
are overall and a set of specific content
– related self – concepts that describe
how good we are in mathematics,
science, language, arts, English, social
science etc.

13. Social self – concept describes
how we relate to other people
and the transpersonal self –
concept describes how we relate
to the supernatural or unknown.

14. Self-Efficacy
The concept of self-efficacy is the focal point of Albert
Bandura’s social cognitive theory. By means of the self-
system, individuals exercise control over their thoughts,
feelings, and actions. It is also defined as people’s beliefs
about their capabilities to produce designated levels of
performance that influence over events that affect their
lives. They include cognitive, motivational, affective and
selection process. (Bandura, 1991).

15. Cognitive Process – The effects of self efficacy beliefs on
cognitive processes take a variety of forms. Much human
behaviour, being purposive, is regulated by forethought
embodying valued goals.
Motivational Processes – Self beliefs of efficacy play a
key role in the self-regulation of motivation. Most
motivation is cognitively generated.

16. Affective Processes – People’s beliefs in their coping
capabilities affect how much stress and depression they
experience in threatening or difficult situation , as well their
level of motivation.
Selection processes – People are partly the product
of their environment. Therefore, beliefs of personal
self-efficacy can shape the course lives take by
influencing the types of activities and environments
people choose.

17. How Self-Efficacy Affects Behaviour
Choice of Activities – People tend to choose tasks and
activities at which they believe they can succeed; they
also tend to avoid those at which they can think they will
fail.
Goals – People set their higher goals for themselves
when they have high self-efficacy in a particular
domain.

18. Effort and Persistence – People with a high sense
of self-efficacy are more likely to exert effort in
attempting to accomplish a task; they are also more
likely to persist when they encounter obstacles.
Learning and Achievement – Students with high
self-efficacy tend to learn and achieve more than
students with low self-efficacy, even when actual
ability levels are same.

19. Factors in the Development of Self-Efficacy
Previous successes and failures – Students feel more
confident that they can succeed at a task – that is, they
have greater self-efficacy – when they have succeeded at
that task or at similar ones in the past.
Messages that others communicate – To some extent,
students’ self –efficacy beliefs are enhanced when others
praise good performance or provide assurances that
success is possible.

20. Successes and failures of others – People often acquire
information about their own self-efficacy by observing
the successes and failures of other individuals,
especially those who appear to be similar to themselves
(Schunk, 1989).
Success and Failures of the group as a whole –
Students may have greater self-efficacy when they
work in a group than when they work alone, and
especially when they achieve success as a group.

21. Self – Regulation
Refers to systematic efforts to direct thoughts, feelings, and
actions toward the attainment of one’s goals (Zimmerman, 2000) It
also refers to the process of accepting responsibility for one’s own
learning, begins with goals.
Student self – regulation is a developmental process that,
with teacher support, gradually increases. It begins with accepting
personal responsibility (Dec & Ryan, 1991). Setting appropriate
goals is easy enough, but getting students to commit to and
monitor them in another story.

22. Self – Regulation entails at least four process
(Bandura, 1986; Schunk, 1989, 1998; Schunk &
Zimmerman, 1996).
1. Setting standards and goals – As a mature
human beings we tend to set standards for our
own behavior; in other words we establish
criteria regarding what constitutes acceptable
performance.

23. 2. Self – Observation an important part of
self – regulation is to observe oneself in
action. To make progress toward important
goals, people must be aware of how well
they are doing at present; in other words,
they must know what parts of their
performance are working well and what
parts need improvement.

24. 3. Self – Judgment people’s behaviors are
frequently judged by others – for example,
by relatives, teachers, classmates, friends,
and the general public. Eventually, people
begin to judge and evaluate their own
behaviors based on the standards they hold
for themselves.

25. 4. Self – Reaction as people become
increasingly self – regulating, they begin to
reinforce themselves – perhaps by feeling
proud or telling themselves that they did a
good job – when they accomplish their goals.
They also begin to punish themselves perhaps
by feeling sorry, guilty, or ashamed

26. Using Technology to Increase Learner
Motivation
Technology is changing education and it’s motivating
characteristics can be explained using self – efficacy, and self –
determination theory.
Technology may be unique in it’s ability to increase self –
efficacy (Schunk & Ertner, 1999). The expertise that students
develop as they learn to compose on a keyboard, modify and
manage files, use spreadsheets and databases, use the internet
and communicate with others by e-mail gives them a sense of
satisfaction.

27. End of Presentation 