Theories Of Self Efficacy

1.2.3 Theoretical Perspective 1.2.3.1 Self-efficacy Theory. Bandura (1977) theorized that self-efficacy influence choice of activities, effort, persistence, and achievement. Compared with that person who has doubt on their abilities those with high self-efficacy for completing a task participate more work harder, readily, persist longer when they face difficulties, and achieve at a higher level. People information to appraise self-efficacy from their performances, vicarious experiences, physiological reactions and forms of persuasion. Person performances offer reliable guides for assessing self-efficacy. Successe raise self efficacy and failures lower self efficacy, but once a strong sense of self efficacy is developed a failure may not

Individuals also acquire efficacy in-formation from physiological responses . Symptoms of anxiety might be interpreted to mean one lack of skills. Self-efficacy is not only influence on behavior. High self-efficacy will not produce good performance when required skill and knowledge are lacking. In this way, a sense of self-efficacy for learning is beneficial because it motivates individuals to improve their abilities, expectations of , or beliefs about the probable outcomes of actions, are important because people work hard for the positive

1.2.4.1 Cognitive modeling. Children observe adult model explain the division operations and apply to problems of sample. Children received guide as they solved problems and received the corrective instructions from the models. Children solved their own problems during independent practice. In didactic condition, children reviewed instructional material that exemplified and explained the division operations, after which they received guided and independent practice. Before and after giving instruction children 's division skill, persistency, and self efficacy for solving division problems were checked. Cognitive modeling and didactic instruction increased self-efficacy equally however, modeling led to more gain in division skill and to more accurate perceptions of abilities as these children 's efficacy judgments correspond more closely to their actual performances. Didactic subjects tended to over generalized what they could do. Despite of treatment condition, self-efficacy related positively to persistence and achievement. Path analysis showed that self-efficacy mediated the relationship between instructional treatment and division