A Crazy little thing called Self-Efficacy

The process of SRL is a layered concept. This particular article deals specifically with the impact of goal setting and self-efficacy on the learning process. As we know that SRL occurs when students consistently maintain behaviors and use cognition in attaining learning goals (realistic, challenging but attainable). Theoretically, we see that there are three sub-processes in SRL:

• Self-observation

• Self-Judgement

• Self-reaction

As seen from the above the individual must play an active role as participant in the learning cycle. I see self-reflection as paying attention to your behavior- all this information can measure goal progress. If students see that their quality in work goes up in the morning; they should be able to see that in reflection and put hard goals for achievement in the morning. This type of behavior is best recorded using specifics such as time, place and duration-this could be part of a reflection journal. I see self-judgment as comparing yourself where you are at now in the goal process to where your end goal is. (The standard used here is absolute (grades) or normative (where I see myself in comparison to others). Students may use attribution theory in self-judgements- “ I did well because I studied…” Ability attributions are very important- this ties to self-efficacy.

Self- reaction is yet another important sub-process to consider. When students believe that their progress is acceptable and the progress goal is being made and they can see the end goal being met then their self-efficacy will increase. The author wrote about the idea of goal attainment and anticipation and rewards (travel, break, gift)- saying that the they are positively correlated and it instills efficacy in the learner. I’m not sure if I would agree with this type of structure- I prefer and intrinsic values approach….

What about goal setting? Specific goals are better than (do your best goals). Specific goals assist the self-efficacy. What are these distal and proximal goals that the author speaks of? Proximal goals are short-term and result in greater motivation than distal goals-(to far in future to see the immediate progress). Proximal lets us monitor the trajectory towards goals and gives us reason to celebrate and be motivated by small successes as we progress.

About Self-efficacy- it’s an inferential process. Students weigh personal and situational to make the call. Its perceived capabilities. When we consider self-efficacy we look at ability, expended effort, task diff, teacher assistance, situational factors and patterns of success and failure. This process is so important to the effective follow through in SRL.

Goal setting-

Be specific with goals that are attainable. Use Proximal goals over distal goals- proximal goals boost SRL. Goal difficulty-should set your own goals-correlated positively to goal level and commitment. Self- set goals-lead to the highest self-efficacy. Goal process feedback in partnership with goal attainment created positive conditions as well. Attributions (using contracts and conferences)-with effort, persistence etc. give increase in self-efficacy. What about how student’s view themselves (entity (static and fixed ability) view or incremental – ability increases with new skills and experiences).- Building the incremental ability set in ourselves as well as our students is important to this process.

SRL- We can train realistic goal setting! Self-efficacy increases when students note their progress, attain goals and set new challenges- we as teachers need to conference on this often and set high and low goals-this comes back to distal and proximal goals.

Source:

Schunk, D.H. (1990). Goal Setting and self-efficacy during self-regulated learning. Educational Psychologist, 25(1), 71-86