Self-Efficacy
The way in which learners attribute success or failure and their fixed or growth mindset both have an effect on their beliefs in ability. Our belief in ability is also determined by self-efficacy or a person’s belief in his or her own competence and capabilities relating to performance.
Self-efficacy determines how learners think, feel, and motivate themselves and as a result the behaviors they display.
We all experience strong self-efficacy in some areas and low self-efficacy in others. For example a learner may have low self-efficacy in math and strong self-efficacy in art. Understanding each student’s self-efficacy is central to instructional planning. Your learning activities must be highly suitable to diverse learners, taking into account fixed and growth mindsets as well as each student’s self-efficacy.
Providing students with choice and opportunities for collaboration can help to promote a growth mindset and a strong sense of self-efficacy.
| Learners with a strong sense of self-efficacy: | Learners with a low sense of self-efficacy: |
| believe they can succeed | lack belief in their ability to succeed |
| approach difficult tasks with effort | avoid difficult tasks |
| stay engrossed in activities and persist | set few goals and exhibit ambivalence toward them |
| recover quickly after setbacks with new strategies | focus on personal deficits and perceived obstacles |
| believe they have control over outcomes | give up quickly at the first sign of struggle |
| are resilient | recover slowly or not at all after setbacks or failure |
| have faith in their abilities and capabilities | easily lose faith in their ability and capabilities |
Know that self-efficacy differs from self-esteem. A learner can have high self-esteem and still have low self-efficacy in some areas. Likewise, learners can experience high self-esteem as a result of their strong sense of self-efficacy. Self-esteem is a realistic respect for or favorable impression of oneself; self-respect.