Andree Ory

*Born 1925, Alberta Canada *Majored in psychology at University of Iowa *Currently a Professor at Stanford University *President of American Psychological Association 1974

*As Undergrad worked with Robert Sears Social Learning Theory *1960’s Studied Cognitive Processes *1970’s Studied Imitation and Modeling Behavior *1980’s Developed Self- Efficacy Theory

*Percieved Self-efficacy- people’s beliefs about their capabilities to produce effects. *Instructional Efficacy-teachers’ beliefs in their own abilities as a teacher to handle the classroom and influence their students’performances. *Cognitive Processes-Thinking processes involved in the acquisition, organization, and use of information.

*1987, Schunk “taught children with severe academic problems how to diagnose cognitive task demands, construct solutions, monitor their adequacy, and make corrective changes when they erred.” * Bandura found that endurance and sustained effort=success and aiming for higher goals.

*Dowrick and Schunk (1983), Hanson (1989) test with vicarious experience and video-tapes. *Bandura: “For most activities, however, there are no absolute measures of adequacy. Therefore, people must appraise their capabilities in relation to the attainments of others.”

*Bandura: “People often read their physiological activation in stressful or taxing situations as signs of vulnerability to dysfunction. Ex: Palms Sweating Before a Piano Recital

*Collins first evaluated the self- efficacy levels of the children by asking them if they were good in math. * Next, he gave them problems to work out with the easiest ones going to students with low self- efficacy levels giving the harder problems to those who supposed themselves to be “mathematically efficacious.”

*The children who thought of themselves as good produced better results not just on natural ability but by the effort they put forth. * The children with high self- efficacy appraisals (evaluations) were more motivated to do well; thus, they worked harder to find new strategies for the problems they did not understand.

* Thus, as Collins proved, a child’s attitude does directly correlate with his performance academically, as proven in the above example with math.

* Many students do not achieve their highest potential academically because of a perceived low self-efficacy and that some teachers do not know how to positively impact their students’ confidence in their own abilities.

*By finding out which source of self- efficacy is the most effective and how teachers can motivate their students to believe in themselves, the students can benefit academically and humanly as happier, self-empowered individuals.

* Students with a higher perceived self- efficacy will score better on the first math problem test than the students with a lower perceived self-efficacy on the vicarious experience test. *Students who were encouraged verbally after the first test will choose a higher level of difficulty on the second test.

* Students who were motivated by a model to follow after the first test will improve their scores on the second test. *Enactive mastery experience will have the greatest impact on the students’ perceived self-efficacy.

* Setting: St. Joan of Arc Catholic Church, Laplace, LA in Mrs. Daigre’s 4 th grade Classroom with 12 4 th graders (2 boys and 10 girls).

*After obtaining written permission from the parents, I gave 12 of the students a survey with the following questions on it to assess their perceived self-efficacy in math asking questions like: *Do you like Math? *Do you enjoy memorizing Multiplication Tables? *What is something that you learned in Math this year? *Do you think you are very good at Math, okay at math, or not very good at Math?

*I asked the child if he/she would like the easy, medium, or hard multiplication problems and have them work on one. *I gave him/her one minute to solve the problems on the worksheet and then scored the worksheet, showing the score to the child and asking them which level test he/she wanted if he had a second chance to work on it.

*I asked the child to choose which level worksheet he wanted. Depending on what he chose, I encouraged him to pick a worksheet that is the next level up in difficulty, recording his score. *I gave him 1 min. to finish the worksheet and then gave him a choice of a second worksheet to work on, recording his score.

*I showed him an example of a medium level multiplication worksheet that a child from the first group took, scoring a 100. *Then, gave each child a choice of which worksheet to work on next and recorded his score.

Actual Performance Ratings on Math Test Below Level of Self-Efficacy Rating Level of Test Difficulty 3 2 1

*See Bandura Hand-Out

*1st Hypothesis-True; 2 nd -Partially True;3 rd -True; 4 th -False *See Bandura Hand-Out

*1st Hypothesis-True *2 nd *3 rd -True *4 th -False *See Bandura Hand-Out

*Educators must understand that self- efficacy does influence academic performance and that in some, not all cases, verbal persuasion helps the students. *As with the results of each of the groups’ study, these three sources of self-efficacy do not always predict a high performance or a higher goal that the students chose.

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* hands-800X800.jpg * * pic2.jpg * edigit/flashcards/multiplication/2tiny.GIF *Bandura, Albert. “Enactive Mastery Experience.” Self- Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, *Bandura, Albert. “Physical and Affective States.” Self- Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, *Bandura, Albert. “The Nature and Structure of Self- Efficacy.” Self-Efficacy: The Exercise of Control. New York: W. H. Freeman and Company,

*Bandura, Albert. “Verbal Persuasion.” Self-Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, *Bandura, Albert. “Vicarious Experience.” Self-Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, *Bandura, Albert. “Sources of Self-Efficacy.” Self- Efficacy: The Exercise of Control. New York: W. H. Freeman and Company, *Bandura, Albert. “Teacher’s Perceived Efficacy.” Self- Efficacy: The Exercise of Control. NewYork: W. H. Freeman and Company, *Crain, William. Theories of Development: Concepts and Applications. 5 th ed. New Jersey: Pearson Prentice Hall, 2005.