Self Efficacy Theory

Bandura (1977) identified vicarious experiences as the next most vigorous weight on one’s self-efficacy. Observing the successes of others similar to oneself provides positively to self-efficacy while the exact opposite is also true – observing the failures of others similar to oneself may lessen self-efficacy. Another source of self-efficacy is social or verbal persuasion. Social persuasion is the words of encouragement or moral support from others regarding one’s performance that may transform one’s perceptions of efficacy. Self-efficacy can be persuaded if told by others that they have what it takes to succeed. Self-efficacy can also be weakened if told by others they do not acquire the proficiencies for success. Bandura believed that

Typically, self-efficacy is heightened in a positive emotional state and dropped in a negative emotional state. These impacts are affected by four mental processes: affective, cognitive; motivational; and selection Bandura (1997). Motivation can influence efficacy through the establishment of goals, while the ability to control negative emotional judgments and to enhance positive thoughts also has a strong impact on efficacy beliefs. Cognitive processes can heighten or restrain the performance on the task through self-appraisal of one’s capabilities. And lastly, selection refers to the choices persons make based on their efficacy perspectives. Socio-Cultural Theory. The socio-cultural theory is a concept by experts that looks at the essential influences that humanity makes to individual development. It stresses the collaboration between developing individuals and the ethnicity in which they exists. It indicates that human learning is largely a societal

Vygotsky (as cited by Galligan, 2011) set it this way, “in the process of historical development, a social being changes the means and methods of his behavior, transforms natural inclination and functions, develops and creates new specifically cultural, forms of behavior”. Schools and panel of teachers are social systems that impact what is learned through formal and informal conversations. Further, this change in behavior, in turn, impacts instruction at a school, thereby changing the behavior of not only teachers but students as