Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.

http://library.um.ac.id/free-contents/downloadpdf.php/buku/classroom-management-the-successful-use-of-behavior-modification-k-daniel-oleary-susan-g-oleary-23149.pdf

Classroom management : the successful use of behavior modification / K. Daniel O'leary, Susan G. O'leary

Bandura's (1977) self-efficacy theory of mastery behavior distinguishes self-efficacy expectancies from outcome expectancies. The relative roles of self-efficacy expectancies, outcome expectancies, and importance were studied as predictors of persistence of pain control in medication-free childbirth. Fifty-two primiparous women made self-efficacy judgments before and during labor and then reported in postdelivery interviews the timing and amount of medication use during labor and delivery. Self-efficacy expectancies predicted persistence in pain control without medication better than outcome expectancies, importance, and seven other alternative predictors, supporting several aspects of construct validation of the self-efficacy expectancy construct. However, self-efficacy and outcome expectancies were very highly correlated and largely redundant in their correlations with mastery. Three possible reasons and implications for the lack of differentiation of self-efficacy and outcome expectancies are discussed.

http://psycnet.apa.org/journals/psp/45/2/421.pdf

Self-efficacy expectancies, outcome expectancies, and the persistence of pain control in childbirth.

Self-determination and the education of students with mental retardation.

Publisher Summary This chapter describes the wisdom of practice that explains the lessons learned from the study of highly effective tutors This chapter presents that in the 21st century, tutoring remains the ideal of education The tutorial is inherently individualized This individualization, in turn, permits the tutor to elicit from each student a much higher level of on-task attention and effort It is, in addition, a virtual prerequisite for the high levels of both immediacy and interactivity that also characterize the tutorial process Thus, in an individual tutorial, both knowledge of results and other forms of feedback and instruction are received by students Highly effective or “expert” tutors are then identified on the basis of their actual degree of observable success, across a number of different tutees, in promoting student learning and motivation The tutoring sessions conducted by the highly effective tutors are analyzed from a number of perspectives, and are contrasted with tutoring sessions conducted by less experienced or by equally experienced but objectively less successful tutors The tutors share a generally Socratic approach, in the sense that tutors seek to draw as much as possible from the student and to impose as little as possible of themselves on the student Finally, the goal of the analyses is to begin to identify the goals, strategies, and specific techniques that might contribute to the success of an individual tutorial

The wisdom of practice: Lessons learned from the study of highly effective tutors.

Two studies assessed the determinants of children's academic self-efficacy beliefs. First, the effects of performance accomplishments, modeling, locus of control, and their interaction were investigated on 504 children's [Mage = 11 years 7 months)self-efficacy beliefs. Contrary to theoretical predictions, performance accomplishments did not account for any of the variance in self-efficacy beliefs, although modeling was highly significant. The significant modeling ×attributional style interaction showed that externally oriented children were more amenable to modeling effects. The second study assessed whether contextual factors together with performance accomplishments and modeling account for more of the variance in self-efficacy beliefs. Modeling was again the most significant predictor of self-efficacy beliefs. However, when performance accomplishments reflected the self-rating of continuous participation in the classroom, self-efficacy was predicted significantly. In addition, a contextual factor, Rule Specification, also predicted self-efficacy beliefs significantly. In general, theoretical predictions were supported, although the hypothesized order of the importance of performance accomplishments and modeling was reversed, and this was attributed to the age of the present sample.

/pdf/determinants-of-children-s-self-efficacy-beliefs-in-an-2p3jukb3tm.pdf

Valerie Keyser

Papers

Determinants of children's self-efficacy beliefs in an academic environment.