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

3. Self-Efficacy

4. 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?

5. ? ? ? 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?

6. 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?

7. 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
Cannot
do at all
Moderately
can do
Highly certain
can do
Has your Self-Efficacy ever been measured?

8. 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

9. 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

10. 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

11. 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

12. Further Reading
Bandura
Pajeres
Shunk

13. Thanks for Listening ?
@theEdubaker