self concept and self efficacy
TRANSCRIPT
Motivational and Affective Factors That
Influence Learning
Presented by: Angelica Grace Galwardo
Self-Concept and Self Efficacy
Self efficacy is a concept similar to
self-concept but with an important
distinction. It describes the belief
that one is capable of executing
behaviour or performing tasks
successfully and is an essential
driving force of human nature.
Psychologist Albert Bandura has defined self-
efficacy as one's belief in one's ability to succeed
in specific situations. One's sense of self-
efficacy can play a major role in how one
approaches goals, tasks, and challenges.
Self Concept is an important term for both social
psychology and humanism. This is the most basic
part of the self-scheme or self-concept; the sense
of being separate and distinct from others and the
awareness of the constancy of the self” (Bee,
1992).
A. Self Concept
Is the cognitive or thinking aspect of
self (related to one’s self image) and
generally refers to “the totality of a
complex, organized, and dynamic
system of learned beliefs, attitudes
and opinions that each person holds
to be true about his or her personal
existence” (Purkey, 1998)
Components of self concept
• Physical aspect of self-
concept
• Academic self-concept
• Social self-concept
Physical aspect of self –
concept relates to that which
is concrete: what we look like,
our sex, height, weight, etc.:
what kind of clothes we wear,
what kind of car we drive; what
kind of home we live in; and so
forth
Academic self – concept relates
to how well we do in school or how
well we learn. There are two
levels: a general academic self –
concept of how good we are
overall and a set of specific
content – related self – concepts
that describe how good we are in
mathematics, science, language,
arts, English, social science etc.
Social self – concept
describes how we relate to
other people and the
transpersonal self – concept
describes how we relate to
the supernatural or
unknown.
Self-Efficacy
The concept of self-efficacy is the focal point of
Albert Bandura’s social cognitive theory. By means
of the self-system, individuals exercise control over
their thoughts, feelings, and actions. It is also
defined as people’s beliefs about their capabilities
to produce designated levels of performance that
influence over events that affect their lives. They
include cognitive, motivational, affective and
selection process. (Bandura, 1991).
Cognitive Process – The effects of self efficacy
beliefs on cognitive processes take a variety of
forms. Much human behaviour, being purposive, is
regulated by forethought embodying valued goals.
Motivational Processes – Self beliefs of efficacy
play a key role in the self-regulation of
motivation. Most motivation is cognitively
generated.
Affective Processes – People’s beliefs in their
coping capabilities affect how much stress and
depression they experience in threatening or
difficult situation , as well their level of motivation.
Selection processes – People are partly the
product of their environment. Therefore,
beliefs of personal self-efficacy can shape the
course lives take by influencing the types of
activities and environments people choose.
How Self-Efficacy Affects Behaviour
Choice of Activities – People tend to choose
tasks and activities at which they believe they can
succeed; they also tend to avoid those at which
they can think they will fail.
Goals – People set their higher goals for
themselves when they have high self-efficacy in a
particular domain.
Effort and Persistence – People with a high
sense of self-efficacy are more likely to exert
effort in attempting to accomplish a task;
they are also more likely to persist when they
encounter obstacles.
Learning and Achievement – Students
with high self-efficacy tend to learn and
achieve more than students with low self-
efficacy, even when actual ability levels are
same.
Factors in the Development of Self-Efficacy
Previous successes and failures – Students
feel more confident that they can succeed at a
task – that is, they have greater self-efficacy –
when they have succeeded at that task or at
similar ones in the past.
Messages that others communicate – To
some extent, students’ self –efficacy beliefs are
enhanced when others praise good performance
or provide assurances that success is possible.
Successes and failures of others – People
often acquire information about their own self-
efficacy by observing the successes and failures
of other individuals, especially those who appear
to be similar to themselves (Schunk, 1989).
Success and Failures of the group as a
whole – Students may have greater self-efficacy
when they work in a group than when they work
alone, and especially when they achieve success
as a group.
Self – Regulation
Refers to systematic efforts to direct thoughts,
feelings, and actions toward the attainment of one’s goals
(Zimmerman, 2000) It also refers to the process of
accepting responsibility for one’s own learning, begins
with goals.
Student self – regulation is a developmental process
that, with teacher support, gradually increases. It begins
with accepting personal responsibility (Dec & Ryan, 1991).
Setting appropriate goals is easy enough, but getting
students to commit to and monitor them in another story.
Self – Regulation entails at least four process
(Bandura, 1986; Schunk, 1989, 1998; Schunk
& Zimmerman, 1996).
1. Setting standards and goals – As a
mature human beings we tend to set
standards for our own behavior; in other
words we establish criteria regarding
what constitutes acceptable
performance.
2. Self – Observation an important
part of self – regulation is to observe
oneself in action. To make progress
toward important goals, people must
be aware of how well they are doing
at present; in other words, they must
know what parts of their performance
are working well and what parts need
improvement.
3. Self – Judgment people’s behaviors
are frequently judged by others – for
example, by relatives, teachers,
classmates, friends, and the general
public. Eventually, people begin to
judge and evaluate their own behaviors
based on the standards they hold for
themselves.
4. Self – Reaction as people become
increasingly self – regulating, they begin
to reinforce themselves – perhaps by
feeling proud or telling themselves that
they did a good job – when they
accomplish their goals. They also begin
to punish themselves perhaps by feeling
sorry, guilty, or ashamed
Using Technology to Increase Learner Motivation
Technology is changing education and it’s
motivating characteristics can be explained using self –
efficacy, and self – determination theory.
Technology may be unique in it’s ability to increase
self – efficacy (Schunk & Ertner, 1999). The expertise
that students develop as they learn to compose on a
keyboard, modify and manage files, use spreadsheets
and databases, use the internet and communicate with
others by e-mail gives them a sense of satisfaction.
End of Presentation