Bandura and SelfEfficacy By Rene Yackley and Mary
Bandura and Self-Efficacy By Reneé Yackley and Mary Defilippis
Albert Bandura Born in 1925 in Canada Graduated from the University of British Columbia with the Bolocan Award in Psychology in 1949 Received M. A. in 1951 from University of Iowa, Ph. D, in 1952 In 1953, he began his career at Stanford University His initial research focused on social modeling In the 1960’s, he began his studies on children’s development of selfregulatory capabilities President of the American Psychology Association
Self-Efficacy Through the regulation of behavior, one observes one’s actions and evaluate one’s performances. The affects of self-efficacy appraisals as a means of motivation Bandura believed that it would be better to have too high of an estimation of one’s own abilities rather than too low, and a higher estimation would be beneficial. Low self-efficacy can lead to depression and unnecessary doubt. His experiments were not so much focused on the child’s success, but more on their estimation of their own capabilities.
Important Terms Self-Efficacy: the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations Self-Concept: a cognitive appraisal, integrated across various dimensions, that individuals attribute to themselves, typically accompanied by self-evaluative judgment of self-worth Social Cognitive Theory: human achievement depends on interactions between one’s behaviors, personal factors, and environmental conditions Model Similarity: observing others succeed can realize observers’ self-efficacy and motivate them to perform the task if they think they will be successful and vice-versa Self-Reflection: how you think about and evaluate your own experiences and thought processes (Bandura calls this the most unique human characteristic) Self-Esteem: success over pretensions
The Sources of Self. Efficacy Appraisals Actual Performance: past success to build belief in one’s capabilities Verbal Persuasion: efficacy created and developed as a result of the social messages they receive from others Vicarious Experience: secondary source of efficacy through the experience of the effects produced by the actions of others
Our Experiment 3 rd graders at Holy Family We tested their self-efficacy in relation to their selfconcept as a reader Which of the sources of self-efficacy appraisals will have the most influence on the child? Does the child’s self-concept correlate to his selfefficacy?
Our Hypothesis Like Bandura, we also believe that actual performance will have the most influence on the child, because once the child has accomplished the task, his next decision will be based on that experience.
Procedure We had three books, which were of three different levels: easy, medium-hard and hard There were 2 groups of 4 children individually observed and 1 group of 5, observed together Group 1: Actual Performance Group 2: Verbal Persuasion Group 3: Vicarious Experience
Group 1: Experience Rubric Name and Age Do you like reading? Do your parents read to you a lot? How often? Do you read by yourself a lot? How often? What is your favorite book? Would you consider yourself a good student? Savannah (Age yes 8) no Yes, every night Judy Moody Yes Emily (Age 8) yes No, they let me read alone Yes, some every day Magic Treehouse Yes Thessaly (Age Only when I 8) am in a good mood Not really, b/c we don’t have enough time Well…yeah, like three times a week How the Grinch Stole Christmas Mmhmm William (Age 9) No I read by myself a lot Magic Treehouse yes yeah
Group 1: Actual Performance Rubric Name and Age Savannah (Age 8) Emily (Age 8) Thessaly (Age 8) William (Age 9) Do you think you Child’s 1 st are very good Prediction reader, an “okay” reader, or not a very good reader at all? Very good Hard, I read chapter books and I read very often Very good, I can Medium get through some fast. I read the words smoothly. An “okay” reader, Medium, b/c I’m b/c I don’t know an “okay” reader how to pronounce some words A very good Hard, the other reader, I read two are too easy for smoothly me Treatment: Actual Performance Child’s 2 nd Prediction good performance Hard, because I like reading about science Medium Slow, but good performance Good, messes up a little Maybe a different one if I were better Slow, but good Hard
Group 2: Experience Rubric Name and Age Do you like Do your reading? parents read to you a lot? How often? Katrina I love reading No Maria(Age 8 ½) Jenna (Age 8) yes Yes, once a week Bryce (Age 8) Yes, every night William (Age Yes 9) No Do you read by yourself a lot? How often? What is your favorite book? Would you consider yourself a good student? I read by myself a lot, like 10 a day Yes. My parents make me, so once a week also Sometimes, twice a week Paint the Wind Yeah, I get A’s and B’s Jenny B. Jones Yes Yes, 3 times a Bunnicula day Yes
Group 3: Verbal Persuasion Rubric Name and Age Do you think Child’s 1 st you are very Prediction good reader, an “okay” reader, or not a very good reader at all? Treatment: Verbal Persuasion Katrina Maria (Age 8 ½) An okay reader, Hard, so I can b/c I don’t really see if I am a know really good reader Needed no convincing to choose hard Jenna (Age 8) A very good reader, b/c I read a lot A very good reader, I won 2 nd place in a reading contest Medium, b/c it looks fun Responded positively Hard Slow, stumbled but pretty good Medium, b/c I don’t know very hard words Responded positively Try Harder Pretty good Okay, sometimes I read by myself more than three times Easy Responded Positively Medium Good performance Bryce (Age 8) William (Age 9) Child’s 2 nd Prediction Actual Child’s 3 rd Performance Prediction Good performance Hard, b/c just by reading the introduction it got me interested Medium, b/c it looks fun Hard, at first I thought it’d be too hard but I could read it good enough Medium, it’s really good and they talk about bears
Group 3: Experience Rubric Name and Age Do you like reading? Do your parents read to you a lot? How often? Do you read by yourself a lot? How often? What is your favorite book? Joshua (Age 9) GUINEA PIG Benjamin (Age 8) Yes, 2 hours a day Yes, 2 hours or 1 hour Yes, I hour Spiderwick Yes, 2 hours a day Tiffany (Age 8) Yeah Yes, when I go to the library I pick two books Britton (Age 8) Yes Jorge (Age 9) Yes, whenever Mrs. Pulido assigns us reading homework Sometimes, my mother reads to my brother more than she reads to me Yes Believe it or not yes “Sleeping Booty” Lucy’s Quiet A little Book Yes Would you consider yourself a good student? Yes, 3 to 4 times a week God’s Little Princess: Devotional Bible Yes, 1 hour every day Pirates Don’t Wear Pink Sunglasses Yes
Group 3: Vicarious Experience Name and Age Treatment: Vicarious Experience Do you think you are very good reader, an “okay” reader, or not a very good reader at all? Child’s 1 st Prediction Actual Performance Child’s 2 nd Prediction Benjamin (Age 8) Saw Guinea Pig choose Medium and do very well A very good reader Medium, sometimes I can read harder than this one Good performance Different—the Harder Tiffany (Age 8) Saw Guinea Pig choose Medium and do very well An ‘okay’ reader, b/c I read a few books to my mom and she says I do well (grabs medium before we even started questioning her) Medium, b/c I am an okay reader Pretty good Medium Britton (Age 8) Saw Guinea Pig choose Medium and do very well An okay reader Medium, good reader but not that good Good performance Medium Jorge (Age 9) Saw Guinea Pig choose Medium and do very well A very good reader Hard, b/c other boys chose medium [Joshua and Benjamin] Okay Medium
Our Conclusion… Unlike our hypothesis that actual performance would have the most influence, verbal persuasion and vicarious experience seemed to have a stronger impact on their self-efficacy.
Critical Questions Would there be a difference in results when testing boys and girls? Do different sources of self-efficacy appraisals have more of an influence on different ages? Would different authority figures have different results? Would results be different with more children tested? What would be the difference in results between a public school and a private school? What motivates self-efficacy for a disabled child?
Nature vs. Nurture Rousseau Bandura Locke
MERRY CHRISTMAS!
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