Indeed (and unfortunately), repeated failure can strengthen ties of belonging to the group. A group of students who tend to do poorly in math, for instance, might adopt a self-reinforcing identity of “kids who aren’t good in math.” Peers who share a similar history of poor performance can help ease each other’s pain of failure. Seeing that you have accomplished a similar task before, or aspects of that task, can bolster self-efficacy.Īn individual’s past history of achievement, coupled with the messages surrounding it, can also influence that person’s identity as it relates to that domain. One direct way to fuel confidence is to provide evidence of competence, or mastery. If a learner has accumulated a history of failure in a domain, like math or literature, or with a type of task, like word problems or essay-writing, then it’s not unusual for his confidence to be low in that area. A useful starting framework involves two closely related constructs: mastery and identity. Self-efficacy is an individual’s belief about his or her ability to perform a task, such as writing an essay, mastering a new technology, or motivating a group of disengaged students. An understanding of underlying principles allows us to approach strategies with some metacognitive awareness of why they may or may not work with different individuals or with different groups. Mind in society: The development of higher psychological processes, 5291, 157.Īlthough the request asks for one strategy, I suggest considering one framework that could feed a number of specific strategies. When teachers use the same criteria over time, they also benefit because they can notice how their actions have led to student learning.īandura, A. Quality criteria also support teachers in their efforts to offer specific actionable feedback and model reflecting on completed work. These reflections build self-efficacy and prompt goal setting for the student’s next steps. When students examine their tasks over time, they will recognize their persistence and growth in working toward specific quality criteria in their learning. For example, after completing an assignment, students could circle vocabulary words used from the word wall or draw an arrow to show connections to previous assignments or something happening in the community. Teachers can direct students to annotate or circle the quality criteria seen in their work. Notice the difference in these teacher directions:Ĭriteria provide a concrete means for students to notice their actions and how their efforts have led to learning. Must Haves and Amazing criteria enable teachers to assign criteria to all, some, and/or individual learners to ensure students with a wide range of abilities feel stretched while completing a common task. Self-efficacy is linked to experiencing an appropriate level of challenge in tasks, also called the zone of proximal development. Amazings may include using advanced vocabulary, providing alternate strategies or perspectives, and including all group members in a response. Amazings criteria, on the other hand, provide room to extend expectations, ensuring that all students are challenged.

For example, Must Haves may include required vocabulary, using the word “because,” or supporting ideas with evidence. Must Haves ensure that all students are focused on reaching the required standards or objectives. One strategy to promote self-efficacy is to direct students to reflect on their performance using explicitly provided “quality criteria.” I like to think of quality criteria has having two components: Must Haves - the requirements - and Amazings - the added qualities that challenge students (especially early finishers) to go beyond the requirements. fatigue)īandura suggests that mastery experiences or previous experiences have the greatest impact in developing a student’s self-efficacy. Personal factors including emotional and physiological states (e.g.Social persuasion such as feedback on abilities from others.Vicarious experiences such as modeling and visualizing success.Mastery or previous learning experiences.In Self Efficacy: The Exercise of Control, Bandura theorized that students draw on four sources to develop their self-efficacy: Albert Bandura, a social psychologist, researches the factors that impact self-efficacy. Our feelings of self-efficacy prompt us to act. Self-efficacy is the belief that we can achieve a desired goal through our actions.

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