UWE L&T Conference Self-Efficacy: Chris Baker The Next Big Lever In Learning Chris Baker

Self-Efficacy

In what situations is your self-efficacy the highest or lowest? one's belief in one's ability to succeed in specific situations or accomplish a task Situation Efficacy Situation Efficacy Efficacy Efficacy Efficacy Efficacy In what situations is your self-efficacy the highest or lowest? In what situations is the self-efficacy of your students the highest or lowest?

? ? ? WHY? Choice of Activity Amount of effort applied Low self –efficacy = low Performance High self-efficacy = High performance Choice of Activity Amount of effort applied Level of persistence Type, difficulty, frequency Motivation, engagement Commitment, resilience, self-talk ? ? ? Building an Identity Can you spot these behaviours in your own life? Can you spot these behaviours in your students?

Comparison with others Heart Rate, Fatigue, Pain HOW? - Creation Past Performances Outcome Information Task difficulty, level of guidance, expended effort Vicarious Influences Comparison with others Age, Ability, Gender, experience, intelligence Verbal Persuasion Feedback & Self-talk Credibility, expertise, trustworthiness Physical Information Heart Rate, Fatigue, Pain Attribution is key Which is the biggest influence in your life / classroom?

Has your Self-Efficacy ever been measured? Measurement? Self-Assessment Likert Scales CAN not WILL (capability not intention) Larger scale = more sensitivity Numerical / Text / Pictorial Likert Scale movement Improvement 1 2 3 4 5 6 7 8 9 10 Cannot do at all Moderately can do Highly certain can do Has your Self-Efficacy ever been measured?

How does this reflect your current practice? Strategies – Past Performances Set realistic goals / targets Set performance rather than outcome goals Break large tasks into manageable opportunities for success Differentiate to facilitate success for all How does this reflect your current practice? Encourage reflection on successes Reinforce the specificity of success & failure

How does this reflect your current practice? Strategies – Vicarious Influences Enable students to observe successful performance Use students to model processes and explain understanding Provide exemplars / worked examples How does this reflect your current practice? Use questioning to highlight student knowledge Be mindful of your student groupings Avoid negative social comparisons

How does this reflect your current practice? Strategies – Verbal Persuasion Create positive learning environments Provide regular feedback Facilitate mental rehearsal Attribute failure to controllable factors How does this reflect your current practice? Utilise other agents in providing positive reinforcement (tutors, parents) Be mindful of negative self-talk

Amount of effort applied Self-Efficacy - Summary Low self –efficacy = low Performance High self-efficacy = High performance Choice of Activity Amount of effort applied Level of persistence Identity Past Performances Verbal Persuasion Vicarious Influences Physical Information

Further Reading Bandura Pajeres Shunk

Thanks for Listening ? Chris.baker@clf.cabot.ac.uk @theEdubaker