Andree Ory
*Born 1925, Alberta
Canada
*Majored in
psychology at
University of Iowa
*Currently a Professor
at Stanford University
*President of
American
Psychological
Association 1974
*As Undergrad worked
with Robert Sears
Social Learning Theory
*1960’s Studied
Cognitive Processes
*1970’s Studied
Imitation and Modeling
Behavior
*1980’s Developed SelfEfficacy Theory
*Percieved Self-efficacy- people’s beliefs
about their capabilities to produce
effects.
*Instructional Efficacy-teachers’ beliefs in
their own abilities as a teacher to handle
the classroom and influence their
students’performances.
*Cognitive Processes-Thinking processes
involved in the acquisition, organization,
and use of information.
*1987, Schunk “taught children with
severe academic problems how to
diagnose cognitive task demands,
construct solutions, monitor their
adequacy, and make corrective changes
when they erred.”
*Bandura found that endurance and
sustained effort=success and aiming
for higher goals.
*Dowrick and Schunk (1983),
Hanson (1989) test with vicarious
experience and video-tapes.
*Bandura: “For most activities,
however, there are no absolute
measures of adequacy. Therefore,
people must appraise their
capabilities in relation to the
attainments of others.”
*Bandura: “People often
read their physiological
activation in stressful or
taxing situations as signs of
vulnerability to
dysfunction.
Ex: Palms Sweating Before
a Piano Recital
*Collins first evaluated the selfefficacy levels of the children by
asking them if they were good in
math.
* Next, he gave them problems to
work out with the easiest ones
going to students with low selfefficacy levels giving the harder
problems to those who supposed
themselves to be “mathematically
efficacious.”
*The children who thought of
themselves as good produced
better results not just on natural
ability but by the effort they put
forth.
* The children with high selfefficacy appraisals (evaluations)
were more motivated to do well;
thus, they worked harder to find
new strategies for the problems
they did not understand.
* Thus, as Collins proved, a child’s
attitude does directly correlate with
his performance academically, as
proven in the above example with
math.
*Many students do not achieve
their highest potential
academically because of a
perceived low self-efficacy and
that some teachers do not know
how to positively impact their
students’ confidence in their own
abilities.
*By finding out which source of selfefficacy is the most effective and
how teachers can motivate their
students to believe in themselves,
the students can benefit
academically and humanly as
happier, self-empowered
individuals.
*Students with a higher perceived self-
efficacy will score better on the first
math problem test than the students
with a lower perceived self-efficacy on
the vicarious experience test.
*Students who were encouraged
verbally after the first test will choose
a higher level of difficulty on the
second test.
* Students who were motivated by a
model to follow after the first test will
improve their scores on the second
test.
*Enactive mastery experience will have
the greatest impact on the students’
perceived self-efficacy.
* Setting: St. Joan of Arc Catholic
Church, Laplace, LA in Mrs. Daigre’s 4th
grade Classroom with 12 4th graders (2
boys and 10 girls).
*After obtaining written permission from
the parents, I gave 12 of the students a
survey with the following questions on it
to assess their perceived self-efficacy in
math asking questions like:
*Do you like Math?
*Do you enjoy memorizing Multiplication
Tables?
*What is something that you learned in
Math this year?
*Do you think you are very good at Math,
okay at math, or not very good at Math?
*I asked the child if he/she would like the
easy, medium, or hard multiplication
problems and have them work on one.
*I gave him/her one minute to solve the
problems on the worksheet and then
scored the worksheet, showing the score
to the child and asking them which level
test he/she wanted if he had a second
chance to work on it.
*I asked the child to choose which level
worksheet he wanted. Depending on what
he chose, I encouraged him to pick a
worksheet that is the next level up in
difficulty, recording his score.
*I gave him 1 min. to finish the worksheet
and then gave him a choice of a second
worksheet to work on, recording his
score.
*I showed him an example of a medium
level multiplication worksheet that a
child from the first group took, scoring a
100.
*Then, gave each child a choice of which
worksheet to work on next and recorded
his score.
Actual Performance Ratings on Math Test
3
90-100
2
80-89
1
70-79
0
79-Below
Level of Self-Efficacy Rating
3
2
1
0
Level of Test Difficulty
3
2
1
*See Bandura Hand-Out
*1st Hypothesis-True; 2nd-Partially
True;3rd-True; 4th-False
*See Bandura Hand-Out
*1st Hypothesis-True
*2nd
*3rd-True
*4th-False
*See Bandura Hand-Out
*Educators must understand that selfefficacy does influence academic
performance and that in some, not all
cases, verbal persuasion helps the
students.
*As with the results of each of the
groups’ study, these three sources of
self-efficacy do not always predict a
high performance or a higher goal that
the students chose.
*http://www.whje.com/web/wpcontent/uploads/2009/10/stressed_out.jpg
*http://www.archives.gov/exhibits/powers_of_persuasio
n/its_a_womans_war_too/images_html/images/we_can_
do_it.jpg
*http://news.stanford.edu/news/2006/february22/gifs/p
pl_bandura.jpg
*http://jcmc.indiana.edu/vol3/issue4/staples.html
*http://www.dbtechno.com/images/Teen_test_scores.jp
g
*http://mathquest.unt.edu/images/MathLab2.jpg
*http://www.profilecomments.com/images/teacher/images/1-teacher.gif
*http://www.profilecomments.com/images/teacher/images/1-teacher.gif
*http://shsfatsilingpri.files.wordpress.com/2009/09/7700
5745.jpg
http://www.stockphotopro.com/photo-thumbs2/AWNKNC.jpg
*http://shsfatsilingpri.files.wordpress.com/2009/09/7700
5745.jpg
*http://3.bp.blogspot.com/_53cf51oMmEk/SAvpNcO8EjI/
AAAAAAAAAqo/BHirzkGK97U/s400/math2
*http://gachs.com/Pictures/st._joan_of_arc.jpg
*http://images.google.com/images?hl=en&source=hp&q=
survey&aql=&oq=&gs_rfai=&um=1&ie=UTF8&sa=N&tab=wi
*http://www.just-the-facts.us/graphics/math-factsmanipulatives.jpg
*http://www.salotteries.com.au/library/Resultswinner.jpg
*http://www.babble.com/CS/blogs/strollerderby/2008/0
8/23-End%20of%20Month/teacher.jpg
*http://www.salotteries.com.au/library/Resultswinner.jpg
*http://www.salotteries.com.au/library/Resultswinner.jpg
*http://www.cartoonstock.com/newscartoons/cartoonist
s/mbc/lowres/mbcn1206l.jpg
*http://www.ct4me.net/images/MathInitiatives.gif
*http://www.letsgodigital.org/images/artikelen/21/jvcvideo-cameras.jpg
*http://www.letsgodigital.org/images/artikelen/21/jvcvideo-cameras.jpg
*http://i.ehow.com/images/a04/ts/j7/cure-sweatyhands-800X800.jpg
*http://www.myriadmusic.net/images/piano_keys_01.jpg
*http://dancull.files.wordpress.com/2009/12/surveypic2.jpg
*http://www.enchantedlearning.com/bingo/numbers/on
edigit/flashcards/multiplication/2tiny.GIF
*Bandura, Albert. “Enactive Mastery Experience.” SelfEfficacy: The Exercise of Control. NewYork: W. H.
Freeman and Company, 1997. 80-81.
*Bandura, Albert. “Physical and Affective States.” SelfEfficacy: The Exercise of Control. NewYork: W. H.
Freeman and Company, 1997. 106.
*Bandura, Albert. “The Nature and Structure of SelfEfficacy.” Self-Efficacy: The Exercise of Control. New
York: W. H. Freeman and Company, 1997. 36-38.
*Bandura, Albert. “Verbal Persuasion.” Self-Efficacy: The
Exercise of Control. NewYork: W. H. Freeman and
Company, 1997. 86.
*Bandura, Albert. “Vicarious Experience.” Self-Efficacy:
The Exercise of Control. NewYork: W. H. Freeman and
Company, 1997. 101.
*Bandura, Albert. “Sources of Self-Efficacy.” SelfEfficacy: The Exercise of Control. New York: W. H.
Freeman and Company, 1997. 78-115.
*Bandura, Albert. “Teacher’s Perceived Efficacy.” SelfEfficacy: The Exercise of Control. NewYork: W. H.
Freeman and Company, 1997. 243-258.
*Crain, William. Theories of Development: Concepts and
Applications. 5th ed. New Jersey: Pearson Prentice Hall,
2005.