Self- Efficacy and Classroom Learning

Self-Efficacy and Classroom Learning
By: Stefanie Poteet

The Article by Dale H. Schunk discusses the perceived self-efficacy during classroom learning of cognitive skills. Students enter classroom activities with memories of past experiences that affect their initial sense of self-efficacy for learning; heightened learning self-efficacy enhances motivated learning, or motivation to acquire knowledge and skills. The model that Dale Schunk presents, includes general classes of variables: student entry characteristics, expectancies regarding the learning situation, processes and practices occurring during task engagement, and cues utilized to self appraise self-efficacy, all of which are important in motivational learning.

Motivated learning is characterized by an interactive relationship between self-efficacy and learning experiences. There are different educational practices that teachers use to engage children in self-efficacy. Goal Setting theory is one of the educational practices that Schunk explains: When students are given or select a goal, they are apt to feel motivated and experience a sense of self-efficacy for attaining it. Students' initial sense of self-efficacy is affirmed as they work as they work at the task and observe their goal progress; a heightened sense of learning self-efficacy helps sustain task motivation.

The video explains achievement goal theory in the classroom.

Work Cited:

Schunk, D. H. (1985). Self-efficacy and classroom learning. Psychology in the Schools, 22(2), 208-223.