Sources of Self Efficacy By: Matt Hull and Courtney Pieper

 Introduce Bandura  Define Self-Efficacy and it’s Sources  Present and Interpret Our Data

 Born December 4, 1925 in Alberta, Canada  He received his bachelor’s degree in psychology at University of British Columbia and his PHD from University of Iowa in 1952  He is currently president of the American Psychological Association and Works at Stanford University

o observational learning "Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." ~ Bandura

 What people believe they are capable of doing and how well they think they can do it  These ‘judgments’ of oneself are called self efficacy appraisals  Influences how people think, feel, behave, and motivate themselves

Self concept- the idea or mental image one has of oneself and their strengths, weaknesses, status, etc.; also called self image Self esteem- a realistic respect for oneself or favorable impression of oneself  Self efficacy refers only to one’s capabilities on a given subject rather than generalities

1. Actual Performance 2. Vicarious experiences 3. Verbal persuasion 4. Physiological cues

 The most influential source of knowledge and the most effective way of creating a strong sense of efficacy  Repeated success increases our sense of efficacy  Repeated failure decreases our sense of efficacy

 If we observe others, who we believe have roughly the same abilities as we do, succeed at a task, we infer that we can do it too and our sense of self efficacy increases.  In the same way, if we see others fail who we feel are as capable as us, our self efficacy will be lowered

 When someone convinces us we can perform a task, we usually do better and exert more effort on it  ‘pep talks’  Often easier to lower self efficacy than raise it with this appraisal

 The interpretation of emotional and physical reactions  Examples: adrenaline running, butterflies in your stomach, fatigue, your mood or attitude

 Is self efficacy related to performance and interest in subject matter?  Which sources of self efficacy have the most influence?  Do the sources of self efficacy differ between age and gender?

 Students will like the class they are best at and will spend the most time working on classes they like the most  Actual Performance will be the most influential source of self efficacy  Girls and boys will have different sources of self efficacy but the fifth and second graders will show similar results

Who? Sixteen 5 th graders and eighteen 2 nd graders What? A survey with 19 questions concerning the sources of self efficacy When? During their regular school hours Where? In their classrooms How did we interpret the data? Awarded points for answers to questions positively pertaining to self efficacy

Second grade:  11 out of 18 said that their favorite class was the class they were best out  3 of the 18 spent the most amount of time working on that class Fifth grade:  11 out of 16 said that their favorite class was the class they were best out  10 of the 16 spent the most amount of time working on that class

 Overwhelming amount of data that we had a hard time interpreting  Our physiological cue questions are inconclusive  We were unable to compare the sources of self efficacy  Some kids were unable to finish the survey  A survey may not have been the best means of determining self efficacy

Vicarious experiences has a greater influence than we realized Actual performance didn’t play nearly as large of a role as verbal persuasion