The first and foremost source of self-efficacy is through mastery experiences. However nothing is more powerful than having a direct experience of mastery to increase self-efficacy. Having a success, for example in mastering a task or controlling an environment, will build self- belief in that area whereas a failure will undermine that efficacy belief. To have a resilient sense of self-efficacy requires experience in overcoming obstacles through effort and perseverance.

The second source of self-efficacy comes from our observation of people around us, especially people we consider as role models. Seeing people similar to ourselves succeed by their sustained effort raises our beliefs that we too possess the capabilities to master the activities needed for success in that area.

Influential people in our lives such as parents, teachers, managers or coaches can strengthen our beliefs that we have what it takes to succeed. Being persuaded that we possess the capabilities to master certain activities means that we are more likely to put in the effort and sustain it when problems arise.

The state you’re in will influence how you judge your self-efficacy. Depression, for example, can dampen confidence in our capabilities. Stress reactions or tension are interpreted as signs of vulnerability to poor performance whereas positive emotions can boost our confidence in our skills.

Psychologist James Maddux has suggested a fifth route to self-efficacy through “imaginal experiences”, the art of visualizing yourself behaving effectively or successfully in a given situation.

-Repeated failure of a task lowers expectations of ability and success raises them.

-Do they have the skills to succeed?

-An understanding of how they think others view their abilities will help teachers understand direct and indirect input about from people around them (Henk & Melnick, 1995).  

-Students naturally compare their abilities to the vicarious experiences that they observe in the classroom.

For example, if they see their peers experience negative consequences when they attempt and fail at performing a task, then the student will most likely not attempt similar task in fear they will experience the same negative stimulus but if they see their peers succeed, they will attempt similar task in the pursuit for the same consequence. 

-Ask the students how they feel about themselves.

Do they feel good or bad about themselves in the topic? Negative feelings about themselves will influence whether or not they will attempt the task and continue to pursue when the task becomes difficult. 

Series of meta-analysis evaluating HOMEWORK

•Effect size can be up to .64 for high school

•.29 for junior high

•.15 for elementary

•Positive effects were negatively related to duration-

•Shorter is better

•Correlation of d=-0.04 between time spent on homework and achievement

•Effects were highest in Mathematics and lowest in science and social studies (ELA was in the middle)

•Effects are highest for rote learning tasks vs. learning subject matter

•Effects are greater for high achieving students

•Does not help students develop time management skills

Sara S. Sparrow, David A. Balla, and Domenic V. Cicchetti

Interview Edition survey form

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