By definition, self-efficacy is the belief in one’s own ability to successfully accomplish something (Bandura, 1994). Working with students everyday – critiquing their work, grading their performance, giving professional feedback – how do these everyday events support our students’ self-efficacy? Now, I’m not suggesting that as instructors we swing the pendulum the other way and give our students positive praise for mediocre work. After all, it’s our responsibility to push our student to see their potentional. However, it’s a balancing act providing constructive feedback while also taking the time to build student self-confidence when they fail.

The literature shows that students with a strong sense of efficacy believe they can accomplish even difficult tasks. In the face of impending failure, these students increase and sustain their efforts to be successful. They approach difficulty or threating situations with confidence that they have control over them. Conversely, students who doubt their ability to accomplish difficult tasks see these tasks as threats and give up quickly. This can lead to task avoidance, passivity, lack of engagement and a resignation that failure is inevitable (Bandura, 1994).  So, as instructors, how do we reinforce and encourage self-efficacy with our students?

Developing efficacy beliefs in the classroom is a great place to start. We all see our students struggle with motivation. Self-efficacy can be adrenaline for motivation. Student who are confident, free from stress show a greater propensity to be motivated. In class, allow students more self-observation, self-judgment and self-reaction time. Carefully, schedule proximal goals. The more distant the goal, the more students lose the benefit of self-efficacy. Self-efficacy increases as students note progress, attain goals, and set new challenges. Goals set too high or too low do not enhance self-regulated learning or achievement beliefs.

To learn more: https://libres.uncg.edu/ir/uncg/f/D_Schunk_Goal_1990.pdf