Sense of Self-Efficacy

In order to meet the objectives of this ACGC item students must:

Select examples where his/her attitudes, behaviours or perceptions contribute to maintaining a sense of personal competency

The Learning Strategy for this ACGC is SELECT. This means that the lesson must explicitly teach students how to select information.

SELECT:

Using different means and according to predetermined or spontaneous criteria, research and identify relevant or useful information.(Bégin 2008)

Note down, underline, highlight, frame, write, say, tell, etc.

know the meaning of the term Self-Efficacy
be able to assess their own level of Self-Efficacy in a variety of settings
identify factors that increase or decrease one's Sense of Self-Efficacy (SSE) in different situations
recognize the difference between attitudes, behaviours and perceptions
identify their own attitudes, behaviours and perceptions that contribute to a positive or negative SSE
understand how their own SSE contributes to their academic success and perseverence
know how to use criteria in order to select relevant information
select attitudes, behaviours and perceptions that they can personally adopt to maintain a strong SSE.

FSL Curriculum Links

This video explains the concept.

Verify that students understand the vocabulary associated with attitudes, perceptions and behaviours
Explicitly teach the meaning of Sense of Self-Efficacy (SSE)
Brainstorm with students how their previous experience has affected their SSE
Brainstorm ideas for how a person's emotional status might affect their SSE
Brainstorm how teachers, parents and peers can influence SSE using coaching and feedback
Brainstorm how watching other people succeed can improve our SSE by providing vicarious experiences

Ask the students to take a moment before starting their work to determine where they stand in relation to the task at hand.
Students can represent their learning by creating a poster, making a list of their own attitudes, or making a video of themselves overcoming a difficult situation
Discuss the video below, pausing after each question on the screen

Use moderately- difficult tasks

If the task is too easy will be boring or embarrassing and may communicate the feeling that the teacher doubts their abilities; a too-difficult task will re-enforce low self-efficacy. The target for difficulty is slightly above the students' current ability level.

Use peer models

Students can learn by watching a peer succeed at a task. Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age.

Teach specific learning strategies

Give students a concrete plan of attack for working on an assignment, rather than simply turning them loose. This may apply to overall study skills, such as preparing for an exam, or to a specific assignment or project.

Capitalize on students' interests

Tie the course material or concepts to student interests such as sports, pop culture, movies or technology.

Allow students to make their own choices

Set up some areas of the course that allow students to make their own decisions, such as with flexible grading, assignment options or self-determined due dates.

Encourage students to try

Give them consistent, credible and specific encouragement, such as, "You can do this. We've set up an outline for how to write a lab report and a schedule for what to do each week - now follow the plan and you will be successful."

Give frequent, focused feedback

Giving praise and encouragement is very important, however it must be credible. Use praise when earned and avoid hyperbole. When giving feedback on student performance, compare to past performances by the same student, don't make comparisons between students.

Encourage accurate attributions

Help students understand that they don't fail because they're dumb, they fail because they didn't follow instructions, they didn't spend enough time on the task, or they didn't follow through on the learning strategy.

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