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Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions

Ellen L. Usher University of Kentucky Frank Pajares Emory University

Individuals are also able to compare their own current and past performances either cognitively or through multimedia playback. In this sense, self-comparative information becomes another type of vicarious experience capable of altering people’s self-efficacy. Although Bandura (1997) categorized self-modeling as a vicarious experience, such self-modeled experiences, particularly as regards modeling through multimedia

playback, are certainly intertwined with the judgments students make of their mastery experiences.

An appropriate assessment of mastery experience as a source of self-efficacy belief requires items that reflect how students make meaning of the efficacy-building information that comes their way.

Using Self-Regulated Strategy Development to Support Students Who Have “Trubol Giting Thangs Into Werds”

Santangelo, T., Harris, K. R., & Graham, S. (2008). Using Self-Regulated Strategy Development to Support Students Who Have "Trubol Giting Thangs into Werds". Remedial And Special Education, 29(2), 78-89.

Four theoretical and empirical sources provided the initial foundation for the SRSD in the early 1980s. First, based on Meichenbaum’s (1977) cognitive-behavioral intervention model, and its emphasis on Socratic dialogue as well as stages of intervention, Harris and Graham developed their initial stages of instruction and an emphasis on the role of dialogue/discussion in instruction. Second, the work of Soviet theorists and researchers (including Vygotsky, Luria, and Sokolov) on the social origins of self-control and the development of the mind was very influential and contributed to the self-regulation and modeling components of the model. Third, the work of Deshler, Schumaker, and their colleagues on the validation of acquisition steps for strategies among adolescents with learning disabilities (Deshler, Alley, Warner, & Schumaker, 1981), steps that were also influenced by the work of Meichenbaum and others, strongly influenced, and continues to influence, the SRSD model. Fourth, the work of Brown, Campione, and their colleagues on development of self-control, metacognition, and strategies instruction was also foundational (Brown, Campione, & Day, 1981)

#SRSD

Video Self-Modeling to Improve Academic Performance: A Literature Review

Prater, M. A., Carter, N., Hitchcock, C., & Dowrick, P. (2012). Video Self-Modeling to Improve Academic Performance: A Literature Review. Psychology In The Schools, 49(1), 71-81.

Implicit theories of writing and their impact on students' response to a SRSD intervention

Limpo, T., & Alves, R. A. (2014). Implicit theories of writing and their impact on students' response to a SRSD intervention. British Journal Of Educational Psychology, 84(4), 571-590. doi:10.1111/bjep.12042

Examining Dimensions of Self-Efficacy for Writing

Bruning, R., Dempsey, M., Kauffman, D. F., Zumbrunn, S., & McKim, C. (2013). Examining Dimensions of Self-Efficacy for Writing. Journal Of Educational Psychology, 105(1), 25-38. doi:10.1037/a0029692

Self Modeling: Expanding the Theories of Learning

Dowrick, P. W. (2012). Self Modeling: Expanding the Theories of Learning. Psychology In The Schools, 49(1), 30-41.

"most fundamental form of observational learning"

#SM #self-modeling

Self-Modeling and Children's Cognitive Skill Learning

Schunk, Dale H.; Hanson, Antoinette R.Journal of Educational Psychology, Vol 81(2), Jun 1989, 155-163.

#self-modeling #skill acquisition

Reading Comprehension and Fluency: Examining the Effects of Tutoring and Video Self-Modeling on First-Grade Students with Reading Difficulties

Hitchcock, C. H., Prater, M. A., & Dowrick, P. W. (2004). Reading Comprehension and Fluency: Examining the Effects of Tutoring and Video Self-Modeling on First-Grade Students with Reading Difficulties. Learning Disability Quarterly, 27(2), 89.

#video-monitoring #first grade #reading comprehension #fluency

SELF-MODELING AS A TREATMENT FOR INCREASING ON-TASK BEHAVIOR

Clare, S. K., Jenson, W. R., Kehle, T. J., & Bray, M. A. (2000). SELF-MODELING AS A TREATMENT FOR INCREASING ON-TASK BEHAVIOR. Psychology In The Schools, 37(6), 517.

The study investigated the effectiveness of self-modeling as a treatment to increase on-task behavior.A multiple baseline design across 3 students was employed to determine the treatment effects. In addition, classroom peers’on-task behavior was employed as comparison data. The results indicated immediate, substantial, and durable changes in students’ on-task behavior that generalized across academic settings. The 3 students evidenced an increase of on-task behavior from an average of 33% of the intervals observed at baseline to 86% during treatment. At 6- and 8-week follow-up, the students’ percentages of on-task behavior was essentially indistinguishable from their classroom peers. Consumer data indicated that the teachers and students were satisfied with the procedure. © 2000 John Wiley & Sons, Inc.

Improving Written Language Performance of Adolescents with Asperger Syndrome

Delano, M. E. (2007). Improving Written Language Performance of Adolescents with Asperger Syndrome. Journal Of Applied Behavior Analysis, 40(2), 345-351.

The effects of a multicomponent intervention involving self-regulated strategy development delivered via video self-modeling on the written language performance of 3 students with Asperger syndrome were examined. During intervention sessions, each student watched a video of himself performing strategies for increasing the number of words written and the number of functional essay elements. He then wrote a persuasive essay. The number of words written and number of functional essay elements included in each essay were measured. Each student demonstrated gains in the number of words written and number of functional essay elements. Maintenance of treatment effects at follow-up varied across targets and participants. Implications for future research are suggested.

#video modeling #writing

Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students

Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students. Research In The Teaching Of English, 42(1), 104-120.

The purpose of this study was to examine the influence of Albert Bandura’s four hypothesizedsources of self-efficacy on students’ writing self-efficacy beliefs (N = 1256) and to explore howthese sources differ as a function of gender and academic level (elementary, middle, high). Consistentwith the tenets of self-efficacy theory, each of the sources significantly correlated with writing self-efficacy and with each other. As hypothesized, students’ perceived mastery experience accounted for the greatest proportion of the variance in writing self-efficacy. This was the case for girls and for boys, as well as for students in elementary school, middle school, and high school. Social persuasions and anxiety also predicted self-efficacy, albeit modestly. Vicarious experience did not predict writing self-efficacy. Girls reported greater mastery experience, vicarious experience, and social persuasions, as well as lower writing anxiety. Girls also reported stronger writing self-efficacy and were rated better writers by their teachers. Elementary school students reported stronger mastery experience, vicarious experience, and social persuasions than did either middle school or high school students. Elementary school students also reported stronger self-efficacy. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory

#self efficacy #social cognitive theory #pajares #bandura #mastery experience

Developing efficacy beliefs in the classroom

quote: Sewell, A., & St George, A. (2009). Developing efficacy beliefs in the classroom. The Journal of Educational Enquiry, 1(2).A strong correlation exists between high self-efficacy and selfregulatory strategies (cognitive and metacognitive), goal setting and successful performance (Bouffard-Bouchard, 1990; Locke & Latham, 1990; Pintrich & De Groot, 1990; Zimmerman & Martinez-Pons, 1992).

#self efficacy #mastery experience

Teacher innovations in self-regulated learning

Randi, Judi; Corno, Lyn

Boekaerts, Monique (Ed); Pintrich, Paul R. (Ed); Zeidner, Moshe (Ed), (2000). Handbook of self-regulation. , (pp. 651-685). San Diego, CA, US: Academic Press, xxix, 783 pp. http://dx.doi.org/10.1016/B978-012109890-2/50049-4

Self-Regulation in the Classroom:A Perspective on Assessment and Intervention

Boekaerts, M. and Corno, L. (2005), Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology:An International Review, 54: 199–231. doi: 10.1111/j.1464-0597.2005.00205.x

There is no simple and straightforward definition of the construct of self regulated learning. Theorists in educational psychology have narrowed the scope of students’ capability to self-regulate through a focus on the academic side of education, namely on learning and achievement goals. However, the messy world of classroom learning creates a situation in which different goals compete for students’ attention. Boekaerts’ dual processing self-regulation model describes how learning goals interact with well-being goals. We propose that when students have access to well-refined volitional strategies manifested as good work habits, they are more likely to invest effort in learning and get off the well-being track when a stressor blocks learning. Shifting definitions of SRL have led to changing measurement procedures; researchers moved away from decontextualised measures of SRL to domain-specific measures and then on to context-sensitive measures. The validity and reliability of the first generation of SR assessment has been limited and several issues remain. Recently, researchers have designed assessment packages including new instruments that better capture self-regulation as a process (including for example traces of mentalevents, situational manipulations, and records of student work strategies). A combination of instruments is preferable over a single instrument for assessing self-regulation as a process and the effects of interventions to improve students’ self-regulatory capacity. At present, many sound SRL interventions exist and some general lessons can be learned about classroom intervention research.

#assessment #intervention

Handbook of Self-Regulation

https://books.google.com/books?hl=en&lr=&id=Zni96-wQfM0C&oi=fnd&pg=PP1&dq=collaborative+innovation+self-regulation&ots=r2yB-rDFav&sig=__yrWHwEmoqbQ4znlGYVtQmgkcM#v=onepage&q=collaborative%20innovation%20self-regulation&f=false

edited by Monique Boekaerts, Paul R. Pintrich, Moshe Zeidner, 2000

#handbook

Collaboration and self-regulation in teachers’ professional development

Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and Self-Regulation in Teachers' Professional Development. Teaching & Teacher Education: An International Journal Of Research And Studies, 20(5), 435-455.

This paper describes a professional development model with promise for supporting meaningful shifts in practice. We begin by introducing the theoretical principles underlying our professional development model, with a focus on explicating the interface between collaborative inquiry in a learning community (Lave, 1991, In L.B. Resnick, J.M. Levine, S.D. Teasley (Eds.), Perspectives on Socially Shared Cognition, American Psychological Association, Washington, DC; Lave, & Wenger, 1991, Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge) and teachers’ self-regulated learning. Next, we report on successes and challenges within a 2-year collaborative research partnership. We recount how participating teachers reflected on practice, constructed conceptual knowledge about teaching, and made important instructional shifts. We also detail features of our model that teachers found most effective. We close by discussing our implications for theory and in-service professional development.

#collaborative #professional development

Motivation Research in Writing: Theoretical and Empirical Considerations

Gary A. Troia , Rebecca K. Shankland & Kimberly A. Wolbers (2012) MotivationResearch in Writing: Theoretical and Empirical Considerations, Reading & Writing Quarterly: Overcoming Learning Difficulties, 28:1, 5-28,

This article reviews research on motivation in the academic domainof writing situated within a social cognitive perspective. First we summarize major findings related to 4 theorized components of human motivation—self-efficacy beliefs or perceived competence, mastery and performance goal orientations, task interest and value, and attributions for success and failure. For each component we also offer general instructional recommendations gleaned from the literature. Next we discuss how these components play a role in writing motivation, with particular emphasis on self-efficacy for writing skills versus writing tasks. Then we present findings from studies that have examined the motivational characteristics of individuals who struggle with writing, including those with disabilities, and interventions designed to enhance motivation to write. Finally, we offer suggestions for future research in writing motivation.

#writing motivation #theoretical #empirical

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